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Chamberlain NR703 Week 2 Transformative Leader Presence Discussion

NR703 Week 2 Transformative Leader Presence Discussion

Purpose

The purpose of this discussion is to apply leadership skills, including mindfulness, to manage and sustain a practice change project.

Instructions

Understanding that the leadership characteristics you discovered in Week 1 are different competencies than management skills, describe how you might accomplish the following:

1. Engage the project team through leadership competencies.
2. Use mindfulness as a component of emotional intelligence to lead the project team.
3. Influence an environment that will sustain the practice change.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial?Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Also Read:

Organizational Needs Assessment NR703

Sample NR703 Week 2 Transformative Leader Presence Discussion Dr. Dickson and Colleagues

Understanding that the leadership characteristics discovered in Week 1 are different competencies than management skills, I will describe how I might accomplish the following:

1. Engage the project team through leadership competencies.
2. Use mindfulness as a component of emotional intelligence to lead the project team.
3. Influence an environment that will sustain the practice change.

• Engage the project team through leadership competencies.

Leadership is essential in moving the needle to a more engaged team. In doing so, through leadership competencies I can increase the engagement levels of the project team. Team engagement, is by far one of the most important aspect in leading a project team as team member engagement strongly predicts performance.

With this said, I will elicit feedback by always talking to my project team to find out how they are doing. In addition take their proposals and solicit new ways of doing things in order to make progress on changes as this will make the members of the project team feel valued. Asking for feedback and not willing to address them will lead to the unintended consequence is disengagement (Ruiter, 2019). Communication is the cornerstone of engagement.

It will be especially important to communicate during times of stress and uncertainty to empower my project team. This will be achieved by Emotional Intelligence (EI). EI allows leaders to communicate well and make decisions that are best for all the organizations members (Barinua et al., 2022).  Competence as a leader implies managing people, problems, and complex situations while managing your own stress.  I will demonstrate empathy to engage my project team. The number one driver of engagement is trust in leadership and the best way to build trust is to show concern about the wellbeing of my team members. Also, in keeping a positive attitude the project team members will mirror my behavior.

• Use mindfulness as a component of emotional intelligence to lead the project team.

Mindfulness is an extension of emotional intelligence that will promote my successful leadership of the project team. Mindfulness meditation has proved to be effective in increasing the well-being of those who practice it, leading to better mental health, self-care and job satisfaction (Jiménez-Picón et al., 2021). Maintaining an open-hearted awareness of my thoughts, emotions, bodily sensations, and environment in the present moment (Bunting, 2016) is essential in leading my project team.

Nadler et al. (2020) endorses that mindfulness training enhances the traits of emotional awareness, increases resilience, promotes a positive mood, and improves leadership competencies, especially creativity and decisiveness. By utilizing mindfulness to lead the project team I will be able to reduce burnout, which can manifest as emotional exhaustion, depersonalization and a reduced sense of personal accomplishment (Jiménez-Picón et al., 2021).

The reduction of burnout leads to a better performance at work, which is reflected in better communication with project teams, higher sensitivity to teams’ experiences, clearer analysis of complex situations and emotional regulation in stressful contexts (Jiménez-Picón et al., 2021). Being mindful will help me to build trust amongst the project team members. I will achieve this by creating an environment where team members consistently feel supported and have the resources and time they need to prioritize their tasks, build healthy collaborations, and have open and positive communications.

Mindfulness teaches non-judgment. In being non-judgmental of me and non-judgmental of others when things do not turn out optimally, me and the project team will refrain from judging ourselves as failures. Rather, shift our stance from failure to feedback to determine what we can learn from this situation in order to move forward.

• Influence an environment that will sustain the practice change.

To boost productivity and quality, it is necessary to motivate an environment that will sustain practice change. This includes keeping the lines of communication open between me and the project team. To Influence the environment that will sustain the practice change I will take the time to explain to my team why the change is happening, and what it will look like in practice. I will make myself open to questions, hold team meetings, and invite project team members to come see me and talk through their concerns or thoughts in a neutral atmosphere.

I will create a road map to help the project team understand how does the change play into the organization’s history, and how is it going to shape its future. Laying this out will clearly demonstrate the thought and strategy behind the change, and will help the project team see how it fits into, or is evolving from, what they’ve become accustomed to. I will also invite participation as giving project team members the opportunity to participate in, or give feedback on decisions can be a really positive strategy.

Project team members will be appreciative for the chance to make their voices heard, and it will also be a great way to get different perspectives and understand impacts I might not have thought of otherwise. Above all else, I will focus on maintaining and exemplifying the qualities of a great leader. I will inspire my team; demonstrate strategic thinking; be open-minded and flexible; and show my project team that they can depend on me to have their best interests at heart. A strong leader can help their team weather the storms of change with confidence and clear-sightedness, no matter how challenging they might be.

Reference

Barinua, V., Chimere-Nwoji , C, C., & Ford, H. O. (2022). Manager’s emotional intelligence and team effectiveness: A theoretical review. Saudi Journal of Business and Management Studies. DOI: 10.36348/sjbms.2022.v07i05.001

Bunting, M. (2016). The mindful leader: 7 practices for transforming your leadership, our organization and your life. John Wiley & Sons Australia, Ltd.

Jiménez-Picón, N., Romero-Martín, M., Ponce-Blandón, J. A., Ramirez-Baena, L., Palomo-Lara, J. C., & Gómez-Salgado, J. (2021). The relationship between mindfulness and emotional intelligence as a protective factor for healthcare professionals: Systematic Review. International Journal of Environmental Research and Public Health, 18(10), 5491. https://doi.org/10.3390/ijerph18105491

Nadler, R., Carswell, J. J., & Minda, J. P. (2020). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Frontiers in Psychology, 11, 1-19. https://doi.org/10.3389/fpsyg.2020.00255

Ruiter, P. J. A. (2019). Disengagement in health care: Today’s new culture. Canadian Journal of Physician Leadership. https://cjpl.ca/disen.html

Week 2: Building Translation Science through Leadership Presence

Week 2 Student Lesson Plan

Overview

Program Competencies

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Weekly Objectives

1. Apply leadership theories and conceptual frameworks to guide professional practice. (PCs 2, 4; PO 6; COs 1, 2)
2. Create a foundational framework for leading translational science through transformative innovation by examining theories and conceptual models. (PCs 2, 4; PO 6; COs 1, 2)
3. Explore mindfulness as an intentional leadership behavior. (PCs 2, 4; PO 6; CO 3)
4. Develop an organizational needs assessment. (PC 6; PO 8; CO 5)

Main Concepts

1. The mindful leader (PCs 2, 4, 6; POs 6, 8; COs 3, 5)
2. Organizational needs assessment (PCs 2, 4, 6; POs 6, 8; COs 1, 5)
3. Leading through translational science frameworks and models (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 5)

Schedule

SectionRead/Review/CompleteCourse OutcomesDuePrepareAssigned ReadingsCOs 1, 2, 3, 5WednesdayExploreLessonCOs 1, 2, 3, 5WednesdayTranslate to PracticeDiscussion: Initial PostCOs 1, 2, 3, 5WednesdayTranslate to PracticeDiscussion: Follow-Up PostsCOs 1, 2, 3, 5SundayTranslate to PracticeAssignmentCOs 1, 2, 3, 5SundayReflectReflectionCOs 1, 2, 3, 5No submission

Foundations for Learning

Start your learning this week by reviewing the following mindfulness videos:

Benson-Silvia, D. (2013, May 6). Mindless vs mindful listening [Video]. YouTube. https://youtu.be/XGTnl9efHX0

Kimball, J. (2017, July 15). Needs assessment-security coverage [Video]. YouTube. https://www.youtube.com/watch?v=oZw3mSQul_o

National Center for Complementary and Integrative Health. (2015, March 18).?What is mindfulness? Q and A with Dr. Amishi Jha?[Video]. YouTube.?https://www.youtube.com/watch?v=7FccK9UjuF0&feature=youtu.be

Student Learning Resources

Click on the following tabs to view the resources for this week.

Required Textbooks

Dang, D., & Dearholt, S. (2018). Johns Hopkins Nursing Evidence-Based Practice: Model and guidelines. Sigma Theta Tau International.

• Read Chapter 3
  • Section: Practice Question & Evidence
• Read Chapter 4
  • Section: Developing Answerable EBP Question

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 9

Required Articles

Scan the following articles on Professional Practice Models:

White, L. (2014).  Mindfulness in nursing: An evolutionary concept analysis.Links to an external site. Journal of Advanced Nursing, 70(2), 282-294. https://doi.org/10.1111/jan.12182

Additional Resources

Review the following additional resources for further exploration of the weekly topics/concepts:

Grimsley, S. (2015, December 24).  What is needs assessment? – Definition & examplesLinks to an external site. [Video]. Study.com. https://study.com/academy/lesson/what-is-needs-assessment-definition-examples-quiz.html

Platt, G. (2010, June 24).  From performance gap to needs analysisLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=bJKowt50a0Y

Learning Success Strategies

• Start early in the week to complete the Organizational Needs Assessment
• Start incorporating the concepts of emotional intelligence and mindfulness into your professional leadership identity.
• Develop an awareness of the purpose for the organizational needs assessment.
• Develop your ideas and thoughts through the interactive discussion. Review the discussion guidelines and rubric to optimize your performance.
• You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
• Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

• Link (video): Looking at FeedbackLinks to an external site.(2:26)

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

• Link (video): Word: Track Changes and Comments(4:19)

NR703 Week 2 Lesson 1

• The Mindful Leader

·   Mindfulness: The Leader’s Compliment of Emotional Intelligence

• Mindfulness is an extension of emotional intelligence, and it is a concept that promotes the DNP-prepared nurse’s success in the many roles of leadership they will fill. Bunting (2016) defines mindfulness as “maintaining an open-hearted awareness of our thoughts, emotions, bodily sensations, and environment in the present moment” (p. xviii). Competence as a leader implies managing people, problems, and complex situations while managing your own stress. Bunting also stresses that mindfulness is a position of strength, which leads from values and accountability, inspiring vision, empowering others, caring transparently, and transforming in a positive way.
• The evidence is clear that practicing mindfulness is a key to both self-care and leadership success. The randomized control trial conducted by Nadler et al. (2020) supports that mindfulness training enhances the traits of emotional awareness, increases resilience, promotes a positive mood, and improves leadership competencies, especially creativity and decisiveness. DNP-prepared nurses should integrate this evidence into their own practices. Effective leaders shut down and reboot during the day through mindfulness practices. Listening to your body and the world around you, being present and aware, and relaxing in the moment decrease situational stress and improve creativity and productivity.
• View the following activity to discover mindful practice techniques. Click “Begin Here” and go through the four mindfulness practice activities. Click the “Home” button after completing each activity to return to the main menu.

·       Mindfulness Activity Transcript

 Cultivating Mindfulness

• Breathe Mindfully: Use your breath as an anchor to still your mind and bring your focus back to the present moment.
• Listen Deeply: Listen with intention; let others express themselves and focus on understanding how they think and feel.
• Cultivate Insight: See life as it is; allow each experience to be an opportunity for learning.
• Practice Compassion: Consider the thoughts and feelings of others and let kindness and empathy be your guides.
• Limit Reactivity: Stop, breathe, and choose a skillful response; be accountable for your actions.
• Express Gratitude: Practice gratitude and expand it outward, appreciating everyone you encounter.
• Nurture Mutual Respect: Appreciate and value different perspectives as well as your own.
• Build Integrity: Cultivate constructive values and consistently act from respect, honesty, and kindness.
• Foster Leadership: Share your unique talents to inspire others.
• Be Caring: Cultivate your own inner caring and the caring of colleagues and patients.
• Reflection: Mindfulness is a powerful approach to self-care. It is purposefully paying attention in the present moment with a sense of acceptance and nonjudgment. How can you incorporate mindful activities into your life?  Which one will you try today? How will you use mindfulness activities to teach with purpose?

Reducing Stress through Resilient Coping

To counter stress responses, practice the 5 C’s of Coping

• Calm. Stay calm. The brain responds best when the body is in a physiological state of equilibrium, calm and relaxed yet engaged and alert. Mindfulness practice cultivates this state of equilibrium.
• Clarity. Nonjudgmental awareness and acceptance of experience increases the capacity to see clearly what is happening and to respond with openness.
• Connection. Clarity of response illuminates resources. Reach out for help as needed. Learn from others.
• Competence. Call on skills and competencies previously learned.
• Courage. Persevere until arriving at a resolution or acceptance.

Click next to cultivate calmness, clarity, connection, competence, and courage.

• Image of forest: Breathe in the quietude of the forest.
• Image of mountain: Breathe in the solidity of the mountain.
• Image of water: Breathe in the stillness of the water.
• Image of bird soaring in air: Breathe in the spaciousness of the sky.

Guided Meditation 5 minutes

This short, guided meditation is intended to help facilitate mindful awareness on the spot in whatever you are doing. Mindfulness can be practiced at any time as a way to slow down and be fully present. Allowing the body to become still, just inviting awareness to be right here in this moment totally present. You may notice any sounds in the room, perhaps the temperature, aware of the ocean of air that you inhabit, and bringing the mind into the body, becoming aware of the movement of the breath.

Feeling the breath as it comes into the body and leaves the body. Breath flowing in and breath flowing out. Not thinking about the breath but sensing the breath directly. Observing the reliable cycle of the breath without trying to change it in anyway. Breathing in, you’re aware that you’re breathing in, and breathing out, you’re aware that you’re breathing out. And then attending to the breath, you may also become aware of sensations in the body.

Just expanding your awareness to include the whole of the body. Noticing sensations, the point of contact with your seat. Perhaps noticing sensations at the soles of the feet, making contact with the floor or perhaps your hands making contact with the keyboard. Just drawing awareness to the whole of the body in this moment.

If this is a moment where you feel particularly distressed or anxious or discomforted, you may wish to take deep long in-breaths, full and deep expanding the chest, breathing down into an expanding valley, and then consciously and slowly releasing and allowing on the out breath, breathing in deeply and fully, and then releasing and allowing. Just settling into this moment. Nothing to attain. Completely inhabiting the present moment, knowing that at any point in the day, you can return to awareness of the breath.

Guided Meditation 10 minutes

In order to make a place in our lives for the regular practice of meditation, we can decide to set aside some time each day for ourselves. Time to take a break from the busyness of life, switching from a familiar mode of doing to a practice of non-doing, not having to change anything or make anything different just becoming present with kindness and curiosity to our unfolding moment-to-moment experience.

So now allowing the body to become still, sitting in a straight back chair or cushion on the floor. The back is straight without being stiff. Getting in touch with the quality of uprightness that supports awake, alert awareness. Your feet flat on the floor just under your knees, arms resting in your lap. Eyes open or closed, whichever’s most comfortable for you. Mouth slightly open to release any tension in the jaw. Just settling into this moment, feeling the support of the cushion or chair.

Settling into this stable seat and allowing yourself to simply be with the feeling of sitting upright and dignified. Bringing the mind into the body and now becoming aware of the movement of the breath. Feeling the breath as it comes into the body and leaves the body. Breath flowing in and breath flowing out. Not manipulating the breath or changing it in any way.

Simply being aware of the natural rhythm of breathing. Perhaps the breath is short or maybe it’s deep and long. But just noticing and attending to the sensations of your breath exactly as it is in this moment. You may notice the breath most prominently at the nostrils. Perhaps noting the breath is slightly cooler on the in-breath and warmer on the out-breath.

Just following the full journey of the in-breath and the out-breath. You may notice on the in-breath as the chest expands and deflates on the out-breath. Perhaps you may notice the breath most prominently at the belly, sensing the belly expand and then fall back toward the spine. Picking one of these areas–the nostrils, chest, or the belly–just attend to the sensations of the in-breath and out-breath, not thinking about breathing, but feeling the breath as best you can.

Observing the full and reliable cycle of breathing. Breathing in, you’re aware that you’re breathing in, and breathing out, you are aware that you are breathing out. Just allowing the breath to breathe itself. You will find from time to time that your mind will wander off into thoughts. When you notice that your attention is no longer here and no longer with your breathing, without judging yourself, just bringing your attention back to the sensation of breath, riding the waves of your breathing. Fully conscious of the duration of each breath from moment to moment. Just gently but firmly bringing your awareness back to the present.

Using your breath as an anchor to focus your attention, to bring you back to the present whenever you notice that your mind is becoming absorbed or reactive. Using your breath to help you tune into a state of relaxed awareness and stillness. As you observe your breathing, you may find from time to time that you’re becoming aware of sensations in your body. As you maintain awareness of your breathing, see if it’s possible to expand the field of your awareness so that it includes a sense of your body as a whole. Feeling your body from head to toe.

Becoming aware of all the sensations in your body. Observing not only the flow of breathing, but the sense of your body as a whole. Completely inhabiting the present moment. Dwelling in the present. Receiving this moment, welcoming this moment, attending to each moment. Just this breath. Just this moment. Being here with whatever feelings and sensations come up at any moment, without judging them, without reacting to them, just being fully here, fully aware.

Whenever you notice that your mind is wandering off, just bringing it back to your breathing and your body as you sit here, not going anywhere, not doing anything, just simply being, simply sitting. As the practice comes to an end, you might give yourself credit for having spent this time nourishing yourself in a deep way by dwelling in this state of non-doing, in the state of being. For having intentionally made time for yourself to simply be who you are, and as you move back into the world, allow the benefits of this practice to expand into every aspect of your life.

• Further your exploration of mindfulness practice by viewing the following activity.

Mindfulness Slideshow Interactive Transcript

• Slide 1: Mindfulness is the basic human ability to be fully present, to be aware of where we are and what we are doing, and not to be overly reactive or overwhelmed by what is going on around us. Please click on the “NEXT” button for tips to guide your mindfulness journey.
• Slide 2: Keep an open mind; explore your world (yourself) and the ones around you with a spirit of curiosity.
• Slide 3: Recognize the body’s stress reactions and decompress often (and reboot).
• Slide 4: Learn from the theatre of life around you (mistakes are growth opportunities).
• Slide 5: Be humble in your wisdom and make your heart accessible (practice kindness).
• Slide 6: Be real and authentic.
• Slide 7: Stay enthusiastic and happy.
• Slide 8: Attend a mindfulness seminar or retreat and learn more.

NR703 Week 4 Leading Through Ethical Relationships Discussion

NR703 Week 4 Leading Through Ethical Relationships Discussion

Purpose

The purpose of this discussion is to prepare the DNP-prepared nurse leader to guide social justice reform.

Instructions

For this discussion, address the following:

1. Identify a health inequity in your healthcare setting, community, or population.
2. Propose how you could address this identified healthcare inequity describing attributes of an effective leader guiding a healthcare team.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines 

Also Read:

NR703 Week 5 Discussion Leading Through Innovation

Effective Leadership Styles Week 6 Discussion NR703

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial?Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Sample NR703 Week 4 Leading Through Ethical Relationships Discussion

Dr. Dickson and class,

An example of a health inequity within a healthcare facility would be the judgement that is passed on patients that are actively battling addiction or have a past history of addiction. After the delivery of a baby, it is expected that our patients are uncomfortable and will need pain medication to help with the discomfort they are experiencing.

However, if the patient has a history of substance abuse, it is not uncommon for those providing care to make comments such as “they must be drug seeking or of course they want the strong medication”. The moment a comment like that is made as a leader it is clear to me that there is bias present that will affect the quality of care being delivered.

Having stigmatizing attitudes and thoughts towards a patient who may use drugs such as, the belief they are unfit to parent, they do not care about their baby, they should have their parental rights taken away, negatively impacts the care they receive (Weber et al., 2021). Addressing this issue is important to ensure high quality care is provided to all patients regardless of their history and situation. 

As a leader, discovering this example of inequity I believe would need to be addressed immediately. Having strong communication and interprofessional relationships with the team will allow for conversations to be had to understand where one maybe coming from. However, after that, providing education about the mission of the organization, about bias and inequities, putting the patients health first and illustrating how that correlates with healthcare outcomes would be something I would like to do with the team.

Each individual as their own opinions, work experiences and personal experiences that guide them in their thoughts and actions. A strong leader is able to recognize that but at the same time build up the team to be the best they can be while breaking down the inequities that exist. The challenge is that there is a significant amount of data that shows the existing disparities that exists but there is a strong need of evidenced-based recommendations for the interventions to be used to improve health equality needs (Kovach et al., 2019). Remembering that there is room for growth in all of us and being able to self-reflect on our own ideas and bias that may exist can open up avenues to the way we practice in healthcare.

– Maggie    

References

Kovach, K.A., Lutgen, C.B., Callen, E.F., & Hester, C.M. (2019). Informing the American academy of family physician’s health equity strategy – an environmental scan using the delphi. International Journal for Equity in Health, 18(97), 1-12. doi:10.1186/s12939-019-1007-1Links to an external site. 

Weber, A., Miskle, B., Lynch, A., Arndt, S., & Acion, L. (2021). Substance use in pregnancy: Identifying stigma and improving care. Substance Abuse and Rehabilitation, 12, 105-121. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8627324/pdf/sar-12-105.pdf

NR703 Week 4 Leading Through Ethical Relationships Student Lesson Plan

Overview

• Program Competencies

• Course Outcomes
• Weekly Objectives
• Main Concepts

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Schedule

SectionRead/Review/CompleteCourse OutcomesDuePrepareAssigned ReadingsCOs 2, 3, 5WednesdayExploreLessonCOs 2, 3, 5WednesdayTranslate to PracticeDiscussion: Initial PostCOs 2, 3, 5WednesdayTranslate to PracticeDiscussion: Follow-Up PostsCOs 2, 3, 5SundayReflectReflectionCOs 2, 3, 5No submission

Foundations for Learning

The foundational resources for this week begin with the exploration of your own emotional reactions to social injustice, whether experienced vicariously or personally. These feelings and reactions will inform your leadership development for leading through ethical situations.

Start your learning this week by reviewing the following video:

Psych Hub Education. What is cultural humility? [Video]. YouTube. https://www.youtube.com/watch?v=c_wOnJJEfxE

Student Learning Resources

Click on the following tabs to view the resources for this week.

• Required Textbooks

• Required Articles
• Additional Resources

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 3
  • Section: Social Determinants of Health
• Read Chapter 8

Learning Success Strategies

• As you read the Week 4 lesson, consider how each topic can be transferred into your current practice and leadership style.
• The discussion topics this week focus on social injustice, implicit biases, and cultural humility. Reflect on each of these in the lesson to better prepare your thoughts for discussion.
• You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
• Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

• Link (video): Looking at FeedbackLinks to an external site.(2:26)

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

• Link (video): Word: Track Changes and Comments(4:19)

PreviousNext

Week 4 Lesson Leading Interprofessional Teams

Chamberlain Care

Chamberlain Care (Groenwald, 2018) is a cultural model that evolved through the vision of Chamberlain College of Nursing’s founding president and became the philosophy of Chamberlain University College of Nursing. A philosophy can become our belief system when we accept its concepts as our own beliefs. Most faculty and colleagues already had similar values and attitudes about caring for students, so the concept quickly was accepted and became the culture. Dr.?Groenwald?(2018) explains:

Clearly, there was an opportunity in higher education, and especially in nursing education, to create a bold new vision of student services and student support. Chamberlain’s hypothesis was that by modeling and teaching critical values while students are in school, we would arm our graduates with the characteristics that would empower them to be leaders in creating positive, healthy work environments.

To achieve our mission of creating an environment in which students and colleagues thrive, and students become extraordinary nurses, we shaped and drove a culture of care that incorporates the concepts of care for self, care for colleagues, and care for students. What started as a quality improvement initiative drove a new vision, mission, and purpose for Chamberlain University College of Nursing, making us who we are today (pp. xiii-xiv).

Bridging Traditional Ethics and Contemporary Practice

Test your memory: Match each term to the image representing it.

Branches of Philosophy Interactive Transcript

Epistemology, ontology, and axiology, the three historical branches of philosophy or underpinnings of science, which most of you have seen in ethics courses over the years, describe how we understand the world from different perspectives. They have laid the foundations for more contemporary discussions of ethics.

Traditional Ethics Approach and the Ethic of Care Versus the Ethic of Justice

Ethical principles inform our sense of moral obligation and responses to ethical dilemmas, and they may look familiar to you. They include the following principles:

• Autonomy
• Beneficence
• Confidentiality
• Fidelity
• Nonmaleficence
• Veracity

In addition, two competing leadership paradigms of ethical comportment that have emerged in recent healthcare discussions, especially in leadership, are the Ethic of Care and the Ethic of Justice (Juujärvi et al., 2020). It is typically the competing values, both of which may be morally correct, that result in an ethical dilemma or conflict for leaders.

Barbara Sorbello (2008) synthesized this ethical foundation for nurse leaders in her landmark discussion of Ray’s theory about these dichotomous ethics.

Nicholson and Kurucz (2020) further help define these ideas as building relational leadership. They stress that a leader’s attitude projects a relational stance that must spring from an Ethic of Care to be sustainable. Although transformational leaders focus on building a relational leadership stance by projecting an Ethic of Care, they must also balance the Ethic of Justice in their management styles.

Ray’s Two Leadership Ethics Image Description

ANA Code of Ethics

One of the primary ethical practice guidelines for nurses and nurse leaders is the?American Nurses Association’s (ANA, 2015)?Code of Ethics for Nurses with Interpretive Statements. There are nine provisions of the code of ethics. Under each?provision?are listed sub-provisions of ethical beliefs for nurses. If the provisions were briefly restated for DNP-prepared leaders, they might look like the following list. Reflect on these as you complete your discussions and assignments for the remaining weeks of the course.

View the following activity to examine examples of Provisions for DNP Leaders.

Provisions for DNP Leaders Interactive Transcript

Ethical Dilemmas

The definition of an ethical dilemma explains that there is no clear right or wrong. The constant change in healthcare challenges ethics. Just as informed decision-making influences change, the need to protect patient rights and patient safety are also influenced by decision-making.

We often see the tension among nurses who find themselves trapped between ethical decision-making that leads them in one direction based on their personal values and another direction based on their sense of duty to patients or the profession. These are times when ethical theories provide guidelines for professional behavior and decision-making. Nursing ethical codes have long been the basis of decisional processes, especially in leadership situations.

View the following activity to?further your exploration of ethical?principles and theories in the healthcare setting.

Workplace Aggression Interactive Transcript

Slide 1

Workplace aggression is still prevalent in most organizational settings today, including the nursing workplace. Although it is hard to imagine that a caring profession such as nursing would tolerate bullying behavior, recent research reveals that such behavior is more prevalent in nursing than in many other professions.

Slide 2

Such concepts have proliferated in nursing literature over just the last decade. Evidence regarding bullying, mobbing, incivility, professional stalking, workplace aggression, and horizontal and lateral violence sums up just a few areas that define a common attack of one nurse upon another.

Slide 3

These forms of behavior have a characteristic of abuse in common, whether verbal, emotional, professional, or otherwise, but they can be arrested through several interventions such as cognitive rehearsal, leadership modeling, and policy enforcement.

Slide 4

What ethical theories and principles would you use to address workplace aggression in your unique

Leading in the Contemporary Social Environment

Social Justice

Most nurses are aware of the social inequities in the healthcare system. Most healthcare systems have addressed common healthcare inequities faced by those living in poverty, people with mental illnesses, and the older adult population. Many healthcare providers actively address health inequities faced by people with substance use disorders or disabilities. These social determinants of health represent systemic disadvantages that have been created by structural inequities in healthcare delivery.

The need to reexamine healthcare’s structural inequities has become apparent. The National Academies Press (2017) defined the root cause of healthcare inequity as structural inequities, the “personal, interpersonal, institutional, and systemic drivers—such as, racism, sexism, classism, ableism, xenophobia, and homophobia—that make those identities salient to the fair distribution of health opportunities and outcomes” (p. 100).

Reflection

What can the DNP-prepared nurse and leader do about structural inequities, systemic racism, and discrimination?

Implicit Bias

The first thing to address is our own thinking and belief systems. Implicit biases are unconscious biases that are projected to others who are different. Systemic racism is generated on the microlevel by implicit racial bias. According to Kempf (2020),

The study of implicit race bias relies on the assumption that our unconscious negative and positive associations regarding people of different races are formed through various processes of socialization and can correspond with and impact conscious race-based interactions. (p. 116)

Our own thinking creates unrealistic (and inaccurate) expectations about others that further contribute to the general racism of our own race toward others who are different. When many individuals of one race have similar implicit racial biases, that racism generates systemic racism and structural inequities in our systems based on race.

The same phenomenon occurs with implicit bias against gender, age, religious affiliation, sexual orientation, and other categories that, ironically, generate issues from the very social determinants of health we overtly work to combat.

Combating Implicit Bias & Social Injustice

Think back on the Week 1 lesson about the emotionally intelligent leader and Johari Window. As DNP-prepared nurses, we can unravel our implicit biases and thoughts by first being aware that they exist. We must seek to open our Johari windows to reveal those unrecognized biases about ourselves that even we do not realize.

These implicit biases may be discovered in the micro-inequities toward others that we unconsciously project, like communicating negative nonverbal insults by eye-rolling, sighing, or unapproving facial expressions. Perhaps you create non-flattering nicknames for some but not others or consistently mispronounce names of those from a different culture or country. These could be cues to you that your implicit and undiscovered biases make you part of the problem, not part of the solution.

To become part of the solution, self-reflect and seek to become emotionally self-aware about your own subtle and unconscious behaviors. Then, integrate these discoveries into your self-regulation while translating them into a revised set of social skills that better empathize with and motivate others around you.

Make your application of emotional intelligence transformative in combating your implicit biases and in speaking up when you see others employ those behaviors to exclude, marginalize, offend, or even harass. As a DNP-prepared leader, stop the micro-inequities by yourself and others in the moment, if possible, or later if needs be.

As Mahatma Gandhi instructed, become the change that you want to see. Only then will you foster diversity and inclusion and help to reverse the systemic discrimination of race, gender, age, religious affiliation, and other diversities.

Cultural Humility

One constructive attitude to combat implicit bias and social injustice is to develop a cultural humility towards others. Cultural humility aligns with Chamberlain Care, as the term captures the importance of being other-focused and building relationships, not walls. The DNP-prepared nurse who becomes open to understanding the cultural identity of others will be less likely to develop biases towards them.

This becomes more relevant when the DNP-prepared nurse explores their own negative, automatic emotional triggers to discoveries of cultural differences that generate avoidance behaviors. As with emotional intelligence, the practice of cultural humility becomes a life-long process of discovery and maturity. This attitude grooms the DNP-prepared nurse leader to guide social justice reform on all healthcare and society levels.

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NR703 Week 4 References

American Nurses Association. (2015).?Code of ethics for nurses with interpretive statements. American Nurses Publishing. https://www.nursingworld.org/coe-view-only

Groenwald, S. L. (2018).?Designing & creating a culture of care for students & faculty: The Chamberlain University College of Nursing Model. National League for Nursing.

Juujärvi, S., Kallunki, E., & Luostari, H. (2020). Ethical decision-making of social welfare workers in the transition of services: The ethics of care and justice perspectives. Ethics & Social Welfare, 14(1), 65-83. https://doi.org/ 10.1080/17496535.2019.1710546

Kempf, A. (2020). If we are going to talk about implicit race bias, we need to talk about structural racism: Moving beyond ubiquity and inevitability in teaching and learning about race. Taboo: The Journal of Culture & Education, 19(2), 115-132.

Nicholson, J., & Kurucz, E. (2020). Relational leadership for sustainability: Building an ethical framework from the moral theory of “Ethics of Care.” Journal of Business Ethics, 156(1), 25-43. https://doi.org/10.1007/s10551-017-3593-4

Sorbello, B. (2008). The nurse administrator as caring person: A synoptic analysis applying caring philosophy, Ray’s ethical theory of existential authenticity, the ethic of justice, and the ethic of care.?International Journal for Human Caring, 12(1), 44-49. https://doi.org/10.20467/1091-5710.12.1.44

The National Academies Press. (2017). Communities in action: Pathways to health equity. https://doi.org/10.17226/24624

NR703 Week 5 Leading Practice Change Projects Assignment

NR703 Week 5 Leading Practice Change Projects Assignment

Purpose

The purpose of this assignment is to create a leadership approach to address the hypothetical DNP practicum project described practice gap identified in the Week 2 assignment.  The approach focuses on three specific DNP-prepared nurse leadership skills:

• Interprofessional collaboration
• Communication
• Leadership ethics

This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the second part of a 3-part assignment submitted in Weeks 2, 5, and 7. You will receive feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.

Also Read:

Effective Leadership Styles Discussion NR703

Instructions

Include the following in your paper:

1. Introduction
   1. Introduce the paper’s topic and establish its importance.
   2. Present a clear purpose statement.
   3. Provide the reader with a brief organizing statement of what will be discussed in the paper using the level 1 heading topics.
   4.   NOTE: The introduction should present each requirement in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.
2. Interprofessional Collaboration in Leading Project Teams: Create your approach to implementing your hypothetical practice change project, described in the Week 2 assignment, with an interprofessional team, including a description of how you will manage the following challenges (One paragraph each):
   1. Creating a project environment of mutual respect and shared values
   2. Facilitating team roles and flexibility to perform effectively in the project
3. Communication Comportment (professional behavior) in Project Management: Create a guideline for your professional communication to serve you in the hypothetical practice change project, described in the Week 2 assignment. Include the following considerations (One paragraph each):
   1. Verbal and non-verbal communication competencies at a doctoral level
      • Communicating leadership through verbal & nonverbal comportment (professional behavior)
      • Creating alignment of verbal and nonverbal messages
   2. Written professional communication
      • Writing with leadership tone and style
      • Using standard English
      • Creating summary and synthesis in writing
   3. Leadership Ethics: Discuss how you will create a consistent image of ethical comportment in your hypothetical practice change project described in the Week 2 assignment, including the consideration of the following (One paragraph each):
      1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
      2. Create a conflict resolution approach for the project team management of issues such as disagreements or bullying.
      3. Lead social justice change within the project environment (i.e., countering structural inequities, addressing implicit and explicit bias, combating social injustices, and applying cultural humility).
   4. Conclusion
      1. Recap the paper’s purpose statement and organizing (outlining) statement criteria that revisits the three level 1 headings (not including the conclusion).
      2. Draw major conclusions from the body of your paper.
      3. Summarize the importance of effective communication for the DNP-prepared nurse in leading your practice change project.
   5. References (minimum of 2 scholarly, peer-reviewed sources)
      1. Create the reference page.
      2. Ensure each reference has a matching citation.
      3. Support your discussion by using evidence from at least two (2) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for the two sources in this assignment. However, you may use other gray materials for additional sources if you need them. Hint: Search other than nursing journals for sources of evidence.

Review the rubric for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

1. Use the APA Paper Template (located in the Canvas Resources: Writing Center) to format this assignment.
2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before constructing the assignment.)
3. Use the title, “Leading Practice Change Projects,” for your paper & format the title page by using the APA paper template.
4. Use the following prescribed Level 1 and level 2 headings for this paper (Do not include the lettered/numbered outline here:):
   1. Interprofessional Collaboration in Leading Project Teams
      • Creating a climate of mutual respect and shared values
      • Facilitating team roles and flexibility to perform effectively
   2. Communicating Comportment in Project Management
      • Verbal and non-verbal communication competencies at a doctoral level
      • Written professional communication
   3. Leadership Ethic
      • Balance an ethic of justice with an ethic of care
      • Create a conflict resolution approach
      • Lead social justice change within the project environment
   4. Conclusion

Writing Requirements (APA format)

• Length: 4-6 pages (not including title page, references page, or attachments)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics
• CARE Plan paragraph development structure

Program Competencies

This assignment enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

Week 5 References

Babcock, C. (2020, March 14). COVID-19 how to use one ventilator to save multiple lives [Video]. YouTube. https://www.youtube.com/watch?v=uClq978oohY

Castro, B. (2020, March 30). North Texas company offering ventilator alternatives [Video file]. NBCDFW News. https://www.nbcdfw.com/news/coronavirus/north-texas-company-offering-ventilator-alternatives/2342307/

Christensen, C. M. (1997). The innovator’s dilemma: When new technologies cause great firms to fail. Harvard Business Review Press.

de Jongh, F. H. C., de Vries, H. J., Warnaar, R. S. P., Oppersma, E., Verdaasdonk, R, Heunks, L. M. A., & Doorduin, J. (2020). Ventilating two patients with one ventilator: Technical setup and laboratory testing. ERJ Open Research, 6(2). http://doi.org/10.1183/23120541.00256-2020

Dunn, R. (2020). Adaptive leadership: Leading through complexity. International Studies in Educational Administration, 48(1), 31-38.

Gabrielson, R., & Edwards, K. (2020, March 26). Desperate hospitals may put two patients on one ventilator. That’s risky. ProPublica [Online newsletter]. https://www.propublica.org/article/desperate-hospitals-may-put-two-patients-on-one-ventilator-thats-risky

Johnson, J. E., & Rulo, K. (2019). Problem in the profession: How and why writing skills in nursing must be improved. Journal of Professional Nursing, 35(1), 57-64. https://doi.org/10.1016/j.profnurs.2018.05.005

Miller, J. J., Grise-Owens, E., Drury, W., & Rickman, C. (2018). Teaching note—Developing a professional writing course using a holistic view of competence. Journal of Social Work Education, 54(4) 709-714. https://doi.org/10.1080/10437797.2018.1474152

Ramalingam, B., Nabarro, D., Oqubuy, A., Dame, R. C., & Wild, L. (2020, September 11). 5 principles to guide adaptive leadership. Harvard Business Review. https://hbr.org/2020/09/5-principles-to-guide-adaptive-leadership

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.

Shellenbarger, T., & Gazza, E. A. (2020). The lived experience of nursing faculty developing as scholarly writers. Journal of Professional Nursing, 36(6), 520-525. https://doi.org/10.1016/j.profnurs.2020.04.016

NR703 Week 5 Leading Practice Change Projects Assignment Grading Rubric

W5 Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome Introduction

Requirements:
1. Introduce the paper’s topic and establish its importance.
2. Present a clear purpose statement.
3. Provide the reader with an brief organizing statement of what will be discussed in the paper.

NOTE: The introduction should present each requirement in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.

10 pts

Includes all requirements and provides an in-depth introduction.

9 pts

Includes 2 requirements and/or provides a sufficient introduction.

8 pts

Includes 1 requirement and/or provides a partial introduction.

0 pts

Provides an undeveloped introduction.

10 ptsThis criterion is linked to a Learning Outcome Interprofessional Collaboration in Leading Project Teams

Interprofessional Collaboration in Leading Project Teams
Requirements:
Create an approach to implementing your hypothetical practice change project described in the Week 2 assignment with an interprofessional team, including a description of how you will manage the following challenges:
1. Creating a project environment of mutual respect and shared values.
2. Facilitating team roles and flexibility to perform effectively in your project.

50 pts

Includes both requirements and provides an in-depth analysis of implementing the project with an interprofessional team.

45 pts

Includes both requirements and provides a sufficient analysis of implementing the project with an interprofessional team.

40 pts

Includes at least 1 requirement and/or provides a partial analysis of implementing the project with an interprofessional team.

0 pts

Provides an undeveloped analysis of implementing the project with an interprofessional team.

50 ptsThis criterion is linked to a Learning Outcome Communication Comportment in Project Management

Communication Comportment in Project Management
Requirements:
Create a guideline for your professional communication to serve you in the hypothetical practice change project described in the Week 2 assignment. Include the following:
1. Verbal and non-verbal communication competencies at a doctoral level. Discuss these two components:
i) Communicating leadership comportment
ii) Creating alignment of verbal and nonverbal messages
2. Written professional communication. Discuss these three components:
i) Writing with leadership tone and style
ii) Using standard English
iii) Creating summary and synthesis in writing

50 pts

Includes all 5 components and provides an in-depth summary of professional communication.

45 pts

Includes at least 4 of the 5 components and/or provides a sufficient summary of professional communication.

40 pts

Includes at least 3 of the 5 components and/or provides a partial summary of professional communication.

0 pts

Includes fewer than 3 of the 5 components and/or provides a undeveloped summary of professional communication.

50 ptsThis criterion is linked to a Learning Outcome Leadership Ethics

Leadership Ethics
Requirements: Discuss how you will create a consistent image of ethical comportment, including consideration of the following:
1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
2. Create a conflict resolution approach for the project team management of issues.
3. Lead social justice change within the project environment.

50 pts

Includes all requirements and provides an in-depth discussion of leadership ethics.

45 pts

Includes at least 2 requirements and/or provides a sufficient discussion of leadership ethics.

40 pts

Includes at least 1 requirement and/or provides a partial discussion of leadership ethics.

0 pts

Provides an undeveloped discussion of leadership ethics.

50 ptsThis criterion is linked to a Learning Outcome Conclusion

Requirements:
1. Recap the paper’s purpose statement and organizing criteria.
2. Draw major conclusions from the body of your paper.
3. Summarize the importance of effective communication competencies for the DNP-prepared nurse.

10 pts

Includes all requirements and provides an in-depth summary in the conclusion.

9 pts

Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.

8 pts

Includes at least 1 requirement and/or provides a partial summary in the conclusion.

0 pts

Provides an undeveloped summary in the conclusion.

10 ptsThis criterion is linked to a Learning Outcome References

Requirements:
1. Create the reference page.
2. Ensure each reference has a matching citation.
3. Support your discussion by using evidence from at least two (2) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases.

10 pts

Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.

9 pts

Includes at least 2 requirements for the reference section and/or the reference page is formatted with 1-2 errors.

8 pts

Includes 2 requirements for the references and/or the reference page is formatted with several errors.

0 pts

Includes fewer than 1 requirement for the reference section and/or the reference page is formatted with multiple errors.

10 ptsThis criterion is linked to a Learning Outcome APA Style and Standards

APA Style and Standards
Requirements:
1. Use the prescribed level 1 and level 2 headings.
2. Format the paper using APA formatting conventions.
3. Paper length is 4-6 pages excluding title, reference pages, and appendix.

10 pts

Includes all requirements of APA style and standards.

9 pts

Includes 2 requirements of APA style and standards.

8 pts

Includes 1 requirements of APA style and standards.

0 pts

Includes no requirement of APA style and standards that conforms to APA style.

10 ptsThis criterion is linked to a Learning Outcome Clarity of Writing

Clarity of Writing
Requirements:
1. Use of standard English grammar (APA guidelines) and sentence structure.
2. No spelling, grammar, punctuation, or typographical errors.
3. Organized around the required components using appropriate paragraph organization (CARE Plan)

10 pts

Includes all requirements of clarity of writing.

9 pts

Includes 2 requirements of clarity of writing.

8 pts

Includes 1 requirement of clarity of writing.

0 pts

Includes no clarity of writing requirements that conform to standard English (APA) style.

10 ptsTotal Points: 200

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NR703 Week 7 Leading Managing High-Value Healthcare Discussion

Purpose

The purpose of this discussion is to identify a practice problem and examine the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.

Instructions

For this discussion, review the lesson for this week and identify a practice problem. Using the practice problem, address the following:

1. Investigate the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.
2. Analyze the role of the advanced practice nurse in addressing the solution.
3. Propose strategies for project leadership.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Also Read:

Professional DNP Leadership Capacity Assignment NR703 Week 7

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial?Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 7: Leading Healthcare’s Management Priorities Student Lesson Plan

Overview

• Program Competencies

• Course Outcomes
• Weekly Objectives
• Main Concepts

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Schedule

SectionRead/Review/CompleteCourse OutcomesDuePrepareAssigned ReadingsCOs 1, 2, 3, 4, 5WednesdayExploreLessonCOs 1, 2, 3, 4, 5WednesdayTranslate to PracticeDiscussion: Initial PostCOs 2, 3, 4, 5WednesdayTranslate to PracticeDiscussion: Follow-Up PostsCOs 2, 3, 4, 5SundayTranslate to PracticeAssignmentCOs 1, 2, 3, 4, 5SundayReflectReflectionCOs 1, 2, 3, 4, 5No submission

Foundations for Learning

Start your learning this week by reviewing the following:

American Physical Therapy Association. (2018, February 22). Understanding the value of “value-based care” [Video]. YouTube. https://youtu.be/en0Iw9bDo_Q

Student Learning Resources

Click on the following tabs to view the resources for this week.

• Required Textbooks

• Required Articles
• Additional Resources

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 9

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 11

Learning Success Strategies

• Reflect on previous discussions from NR715 and NR716 about the Global Burden of Disease (GBD), including pandemic responses, and consider how you, as a DNP-prepared nurse, will manage the problem in a practice setting.
• Develop your ideas and thoughts through the interactive discussion. Review the discussion guidelines and rubric to optimize your performance.
• You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
• Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

• Link (video): Looking at FeedbackLinks to an external site.(2:26)

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

• Link (video): Word: Track Changes and Comments(4:19)

NR703 Week 7 Lesson – Leading & Managing High-Value Healthcare Management Priorities

Leadership’s Role in Materials Resource Management Across Systems

Planning strategically and operationally to address the disease conditions identified as the eight National Practice Problems and how they impact a healthcare organization requires sound fiscal and human resources management. Leading from the future includes strategically preparing to care for those who will need specialized services.

Consider how you, as a leader in a practice setting, might prepare to manage the resources required to address a hospital service line for one of the eight National Practice Problems causing increased mortality and morbidity in the setting. In the United States, illnesses such as ischemic heart disease, chronic obstructive pulmonary disease, colorectal cancer, and lung and breast cancer are all common practice problems.

The magnitude of any one of these conditions can be intimidating for a leader charged with its intervention and management at the practice level. In your practice setting, a number of key leadership questions must be answered.

• What should the strategic plan for this disease or condition include?
• Which intervention(s) should be applied?
• Who are the key stakeholders?
• What and who are the needed resources?
• How should I approach this challenge as a transformational leader?

Human and Materials Resource Management

It is important that DNP-prepared nurses understand the human capital required to apply an intervention in a practice change project. As we have determined in Week 2, it is first critical to identify the project’s stakeholders and discover the practice gaps through a needs assessment. Stakeholders will include not only the affected population who are treated at the practice site but also those key individuals who bring the expertise to treat, manage, finance, and support the project (Dang & Dearholt, 2018).

Responsible materials management requires you as a practice leader to ask questions about equipment, support services, supplies, and the necessary infrastructure to manage these assets. This may include interprofessional collaboration with key stakeholders from many different organizational departments, including materials management, finance, and maintenance. Clinical departments and human resources may also partner with you to determine the material requirements for clinical pathways and the additional expertise you may need to plan for disease management intervention.

Both human and materials resource management will require leadership strengths and management skills to orchestrate a successful interprofessional partnership. Leveraging the strengths and skillsets of professional experts in managing a service line becomes essential in today’s healthcare infrastructure.

Strategic Planning for Effective Leadership

Having an awareness of the Global Burden of Disease (GBD) environment, many healthcare organizations re-invent themselves to specialize in specific disease areas for healthcare delivery, such as cardiovascular or cancer treatment. Planning for those specialty clinicians, equipment, and required licenses involves strategic planning that often looks ahead five years or further.

Similar strategic planning may be required at a more granular or division-level scale. One approach for strategic planning involves the forward-looking creativity and flexibility of quantum leadership (Porter-O’Grady & Malloch, 2018), which focuses on future trends that engage innovative strategies to achieve potential future outcomes. Reflect on a specific GBD condition that may require you to take a quantum leap into the future to examine the resources that might be needed for an initiative in a practice setting.

Financial Fidelity in Leadership

The DNP-prepared nurse as a financial steward may be responsible for the budget. The DNP-prepared nurse often makes hard decisions about budgets that may affect personnel or patients. Effective managing of resources can be learned. With practice, you can learn to be proficient in resource allocation, even when managing resources to address a pandemic response or the burden of disease associated with the nation’s top causes of morbidity and mortality. Leaders have an ethical obligation to balance the health of the community and its resources.

Balancing costs and improving quality do not have to be mutually exclusive. Spending more may not in itself improve quality or enhance safety. Being financially responsible in a value-driven market implies that the leader makes informed decisions that will improve patient outcomes and maintain a financially viable operation.

One of the best assets most organizations have to assist nurse leaders in financial management is an accounting or finance support department. It is the DNP-prepared leader’s responsibility to leverage those assets to manage the financial environment. On any level, managing the GBD necessitates respect for and creativity about limited resources in a frugal healthcare economy.

Evaluating Performance at the Micro, Meso, and Macrosystems Levels

Evaluating the effectiveness of management methods, healthcare interventions, human performance, or practice change projects at any healthcare delivery level requires measurements to ensure that what you expect is what you inspect. Strategic plans are measured by operational outcomes to measure their effectiveness and determine if the strategic plan requires modification or reframing.

Budgets and financial plans are measured by quarterly financial analyses to determine if they are on track, over budget, or under budget. Effective human resource and materials management are assessed against projected benchmarks and prior-year comparisons, among other indices.

Practice change projects are usually measured by quantitative analysis, using methodologies adopted from research designs. While qualitative analysis is becoming more widespread, the most common measurements are quantitative methods, such a descriptive, pre-post measurement, and cohort comparison designs, all calculated for statistical significance.

One important consideration for project planning is to ensure that your measurement design is planned in advance for the type of intervention you are undertaking and that the statistical model is determined before the project is initiated and the data is collected.

Evaluating all performance outcomes, from materials management implementation to a practice change project, requires rigorous pre-planning and serious consideration by the leader. Without reliable measurements, performance cannot be assessed or improved.

Global, National, State, and Local Influence on Leadership Initiatives

Leading from the future as a caring DNP-prepared nurse implies that you have an awareness that all you do is connected to the whole. In a globalized world, this realization takes on even more significance. Traditional boundaries are changing, if not disappearing altogether. Even political divides and social borders take on new meaning for the responsibility of leaders in healthcare.

Quantum leadership theory (Porter-O’Grady & Malloch, 2018) and quantum caring leadership (Watson et al., 2018) have practical implications for you as you consider a practice change project. Inclusivity, leveraging, collaborating interprofessionally, and big-picture planning help to tie a specific practice problem and intervention to the greater initiative of a system. Likewise, using all the resources that the system has to offer a specific initiative promotes its successful implementation and continued sustainment. This is all connected.

Healthcare is not performed in a social vacuum but rather in a social environment. The political climate, social issues, and economic conditions at all levels of society affect decision-making, especially considering the ubiquitous GBD. Today’s nurses are learning from each other in different countries. The way nurses practice globally is changing through the influence of international nursing organizations, journals, and nursing education. DNP-prepared nurses must be cognizant of the world around them as they address the GBD on the micro, meso, and macrosystems levels.

NR703 Week 7 References

• Dang, D., & Dearholt, S. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau International.
• Porter-O’Grady, T., & Malloch, K. (2018). Quantum leadership: Creating sustainable value in healthcare (5th ed.). Jones & Bartlett Learning.
• Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

Managing Human Capital Sample Paper

Boon et al. (2018) define a human resource as a set of people who make up the workforce of an organization. The diverse nature of employees within an organization and the scarcity of human resources dictate the need for a management system for these employees. Human resource management (HRM) can be defined as management systems designed to ensure the effective and efficient utilization of human talent to accomplish organizational goals (Boon et al., 2018).

In the healthcare setting, nurse leaders ought to develop and acquire this pivotal ability for the prosperity of the health team as well as all its stakeholders. To that end, this paper focuses on the exploration of theoretical reflection of human resource management, description of relationship management, empowering, retention, and professional development of employees along with the Christian worldview of leading others.

Theoretical Reflection

A great theoretical model has exceptional significance for nurse practitioners as it satisfies the aim of prediction and understanding regarding the correlation of various variables that facilitate effective decision-making in case of uncertainty. It is therefore crucial that nurse leaders inaugurate and use theoretical models that authorize, prognosticate and comprehend the various effects of various human resource practices within the healthcare industry.

Several theoretical models have been used to delineate human resource management including but are not limited to the Human Capital theory, Best Practices model, and Resource-Based View model (Mohammed, 2019). The human capital theory, according to Wuttaphan (2017), describes how human beings can escalate their productive capacity through greater education and training. The model encourages nurse leaders to invest in human capital to gain a competitive advantage and sustainability in the complex healthcare industry.

On the other hand, the best practices theory encourages nurse leaders to identify and adopt human resource practices that are superior in the pool of human resource practices (Mohammed, 2019). These practices include profit sharing, employee participation in decision making, formal training, employment security, and performance-oriented appraisal. Consequently, these activities enhance the productivity of staff and optimize the quality of patient care.

Lastly, the Resource-Based View approach focuses on aligning human resource practices with organizational strategies by providing a conceptual and rationale for strategic human resource management (Mohammed, 2019). According to this model, human capital provides a competitive advantage only if it is unique, imperfectly imitable, adds positive value to the organization, and is unable to be completely substituted. This model invigorates nurse leaders to view human resources as a pool of talents and skills that underpins competitive advantage. This model further champions nurse leaders to center on internal resources as the competitive advantage sprawls in holding, obtaining, and utilizing internal resources in the advancement of healthcare.

Relationship Management

To achieve optimal performance and patient care outcomes, a nurse leader must be able to build indestructible individual and team relationships. Chitra and Shanthi (2019) describe employee relationship management as an art of overseeing the relation of various employees within the organization, bringing them together on a common platform, and guiding them to achieve their desired targets.

Consequently, a healthy relationship must be maintained among the employees as well as between the employer and the employees. Several strategies can be used by a nurse leader to ensure a formidable relationship. These include encouraging group activities, creating cross-functional teams, transparency in communication, holding meetings, and conducting surveys to understand how employees feel.

Transparency in communication is of utmost importance for a healthy relationship. A single point of contact must be determined to handle the queries of staff and to avoid confusion between employees and employers. This hierarchy should be uncomplicated. Similarly, Chitra and Shanthi (2019) recommend communication of vital information in the presence of all employees where everyone has the liberty to express his opinions freely.

Important information can also be put on a notice board or communicated through emails where it is accessible to all employees. Conducting regular meetings is another way of enhancing relationships within the healthcare setting. In these meetings, all employees should be encouraged to participate actively. The nurse leaders should take these chances to reward and recognize employees who have done better and encourage others to engage in their work.

Group activities further enhance healthy relationships within the healthcare industry. Social interactions through activities such as sports, mandatory lunches, and celebration of achievements make employees feel happy with a sense of belonging which leads to quality patient care (Chitra & Shanthi, 2019). Cross-functional teams as well as surveys to understand how employees feel ease tension within an organization and demonstrate to the staff that the management cares.

Further, a nurse leader can foster the development of effective relationships by cultivating an organizational culture that vividly stipulates policies for handling ordinary issues such as conflict, sexual harassment, wage, hour issues, and workplace safety issues. Subsequently, legal compliance, reduced conflict, increased productivity, and loyalty to the organization are among the benefits of healthy relationships among employees and between employees and employers.

Apart from internal relationship management, patient relationship management is pivotal for quality patient care. Patients, as well as their families, should be actively involved in decision-making concerning their care (Poku et al., 2017). As the US health system moves towards value-based care, the importance of deep patient-provider relationships cannot be overstated. Poku et al. (2017) highlight benefits such as reduced healthcare costs, better patient outcomes, and overall improvement of the image of the organization when patient relationship management strategies are executed.

Empowering Employees

Nurse leaders are expanding their enthusiasm for comprehending and creating an encouraging administrative and working environment to empower their staff. Empowering employees refers to giving employees a certain degree of autonomy and responsibility for decision-making in their daily work (Yin et al., 2017). This can be done in a variety of ways including providing necessary support, delegation, and motivation.

Employee support forms the basis for employee empowerment. Nurse leaders must provide all the necessary resources to their workers. Likewise, nurse leaders should involve their employees in decision making and goal setting as well as accepting their ideas and inputs. This reception of their ideas and provision of constructive feedback emancipates the employees to work towards achieving their targets.

Similarly, nurse leaders empower their employees through motivation. Motivational strategies such as clear communication of the vision of the organization and appreciation of staff efforts all increase the confidence of the employees (Jia et al., 2020). Prompt payment of salaries and wages along with bonuses and benefits all motivate employees.

In addition, nurse leaders can empower their employees through delegation of duties. Jia et al. (2020) advocate delegation of duties with the intent to grow and develop the capabilities and responsibilities of employees. In addition, clear boundaries within which the employees can freely act should be set and autonomy assigned over delegated duties. In the wake of empowerment, better practices, quality patient care, increased productivity, and effective communication are spotted.

Proactive Retention Strategies

Staff turnover is extortionate in the healthcare industry, influencing nurse leaders to execute strategies to decrease staff turnover. Diverse approaches are used by nurse leaders to prevent highly qualified and productive employees from leaving the healthcare industry. These include effective communication, organizational culture, benefits, rewards, salaries, and valuing employees. A fair, flexible, collaborative, and safe organizational culture is related to a low staff turnover. According to Nicholson (2021), such a culture is ideal for employees due as it is associated with an optimum work environment hence job satisfaction. Benefits packages, competitive salaries, compensations, and rewards play a pivotal role in attracting as well as retaining employees within the healthcare industry (Nicholson, 2021). This is due to the motivation and job satisfaction that come along with them.

Furthermore, effective communication as well as valuing employees within the healthcare industry are linked to low staff turnover. Effective communication is a priority to constructive effective employee-employee and employer-employee relationships (Young, 2021). On the other hand, recognizing and respecting employees makes them feel they are valued as part of the industry and therefore contribute to the accomplishment of the organizational vision. For instance, the realization of the employees’ skills and efforts and subsequently promoting them to higher ranks will surely retain them (Young, 2021). Retention of highly qualified staff within an organization contributes to social change by improving patient relations and quality of care whilst reducing the cost of healthcare.

Ongoing Professional Development Opportunities for Staff

Nurses across clinical settings encounter the disconcerting challenge of staying abreast of regulatory mandates, equipment updates, practice challenges, and other workplace suppositions (Bindon, 2017). This calls for ongoing professional development. However, different factors can hinder nurses’ endeavors to launch into their professional development, among them, limited access to educational resources, limited time, or cost concerns. Consequently, nurse leaders must implement strategies such as training, ongoing education, career development, mentoring, and employee development.

Nurse leaders apart from providing all the necessary tools and resources should effectuate professional training from the get-go. Bindon (2017) recommends the deployment of a training plan that encompasses a knowledge base of critical information as well as best practices. The training further should be continuous, offered by professionals, and have means for evaluation and assessment. Besides, nurse leaders should encourage ongoing education for their staff. The nursing staff should be encouraged to pursue further education through the provision of study leaves and even scholarships. The vital role of education in developing professionals cannot be overstated.

Furthermore, ongoing professional development can be achieved through mentoring. Bindon (2017) postulates skilled staff to incorporate the novice staff through coaching and mentoring. Through mentoring and coaching, knowledge is shared, and cross-departmental collaboration enhanced which allows employees to learn different sets of skills and expertise from their peers and therefore professional development.

Career and employee development are other ways to enhance professional development. Nurse leaders can develop the careers of their staff by promoting them to higher ranks in addition to organizing seminars and events. Strategies to escalate employee development result in personal development. These strategies include but are not limited to nurse leaders augmenting the emotional balance, intellectual growth, and physical health of their employees.

How your Christian Worldview Influence your Approach to Leading Others

Christianity plays a decisive role for many nurse leaders. It is both profoundly social and deeply personal. The Christian worldview influences a nurse’s approach to leading others by determining the leadership style as well as the leadership roles. A variety of leadership styles have been demonstrated in the bible.

King David and Solomon for instance, used autocratic type of leadership. However, Christianity advocates that nurse leaders employ servant leadership by following the example of the greatest servant leader, the Lord Jesus Christ. Jesus Christ encourages his disciples to ignore their greatness and be of service to others as Jesus himself came to serve and not to be served and sacrificed His life for the salvation of many (King James Bible, 2017, Matthew 20:25-28).

Leadership roles are also influenced by Christianity as it forms the backbone of ethics, values, and morals. Nurse leaders are encouraged to motivate their followers just as Nehemiah motivated the people to construct the wall of Jerusalem (King James Bible, 2017, Nehemiah 2:17). Similarly, nurse leaders are encouraged to express the power and influence of the love of God to their followers (King James Bible, 2017, Romans 5:5). Consequently, they should be able to correct the mistakes of their staff in the right way, avoid conflicts, be able to teach, and be gentle (King James Bible, 2017, 2 Timothy 2:23-26).

Conclusion

The benefits of a well superintended human capital cannot be overstated. The competitive advantage that highly satisfied, productive, and highly qualified human resources offer necessitates their empowerment, retention, professional development and relationship management. Nurse leaders inevitably must develop human resource management skills for optimum performance not to mention quality patient care.

References

• Bindon, S. L. (2017). Professional development strategies to enhance nurses’ knowledge and maintain safe practice. AORN Journal, 106(2), 99–110. https://doi.org/10.1016/j.aorn.2017.06.002
• Boon, C., Eckardt, R., Lepak, D. P., & Boselie, P. (2018). Integrating strategic human capital and strategic human resource management. The International Journal of Human Resource Management, 29(1), 34–67. https://doi.org/10.1080/09585192.2017.1380063
• Chitra, V., & Shanthi, R. (2019). Employee Relationship Management. MJP Publisher.
• Jia, J., Yan, J., Jahanshahi, A. A., Lin, W., & Bhattacharjee, A. (2020). What makes employees more proactive? Roles of job embeddedness, the perceived strength of the HRM system and empowering leadership. Asia Pacific Journal of Human Resources, 58(1), 107–127. https://doi.org/10.1111/1744-7941.12249
• King James Bible. (2017). King James Bible Online. https://www.kingjamesbibleonline.org/
• Mohammed, S. D. (2019, November 15). Theoretical perspectives on the integration of human resource management and strategic human resource management. Eajournals.Org. https://www.eajournals.org/journals/global-journal-of-human-resource-management-gjhrm/vol-7-issue-5-december-2019/theoretical-perspectives-on-the-integration-of-human-resource-management-and-strategic-human-resource-management/
• Nicholson, L. A. (2021). Nurse retention strategies in the healthcare industry [Walden University]. https://www.proquest.com/openview/865dcc5d76a633c91fb79bdc1789b186/1?pq-origsite=gscholar&cbl=18750&diss=y

Also Read:

NR703 Week 8 Reflection Discussion

NR703 Week 8 Reflection Discussion

Chamberlain NR703 Week 8 Reflection on Learning and Practice Readiness Discussion

Purpose

The purpose of this discussion is to reflect on your own readiness to practice as a DNP-prepared nurse and consider what you learned in this course and how this knowledge will impact your practice.

Instructions

Each week, you have been reminded that reflective inquiry allows for expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness to practice as a DNP-prepared nurse, it is important to consider what you learned in this course.

As you review the course outcomes and your experience in this course, address the following:

1. Analyze and evaluate how your thinking was challenged in this course related to transformational leadership to influence contemporary organizations
2. Considering this new knowledge, examine how this learning prepares you to practice collaboratively as an innovative DNP-prepared nurse.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion GuidelinesLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial?Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Saturday

NR703 Week 8 Reflection Discussion: Transformational Leading as a DNP-Prepared Nurse Student Lesson Plan

Overview

Program Competencies

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Weekly Objectives

1. Integrate transformational leadership to promote high-value healthcare. (PCs 2, 4; PO 6; CO 3)
2. Create a personal leadership plan to enhance professional formation. (PC 6; PO 8; CO 5)
3. Evaluate the impact of individual leadership styles to influence a shared vision. (PCs 2, 4, 6; POs 6, 8; COs 1, 5)
4. Reflect on practice readiness related to leadership. (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 3, 4, 5)
5. Examine how transformational leadership uses innovation to advance nursing practice. ( PCs 2, 4, 6; POs 6, 8;COs 2, 3, 4, 5)

Main Concepts

1. Transformational leadership for collaboration in advanced nursing practice (PCs 2, 4, 6; POs 6, 8; COs 2, 3, 5)
2. Beyond transformational leadership (PC 6; PO 8; CO 5)
3. The Leadership Challenge (PCs 2, 4, 6; POs 6, 8; COs 3, 5)
4. Leadership reflection (PCs 2, 4, 6; POs 6, 8; COs 1, 2, 3, 4, 5)

Schedule

SectionRead/Review/CompleteCourse OutcomesDuePrepareAssigned ReadingsCOs 1, 2, 3, 4, 5WednesdayExploreLessonCOs 1, 2, 3, 4, 5WednesdayTranslate to PracticeDiscussion: Initial PostCOs 1, 2, 3, 4, 5WednesdayTranslate to PracticeDiscussion: Follow-Up PostsCOs 1, 2, 3, 4, 5SaturdayReflectReflectionCOs 1, 2, 3, 4, 5No submission

Foundations for Learning

Start your learning this week by reviewing the following video and identifying the five clearly defined practices of transformational leaders.

The Leadership Challenge. (2012, November 7). The Leadership Challenge overviewLinks to an external site. [Video]. YouTube. https://youtu.be/Ny44jEgJU6s

Student Learning Resources

Click on the following tabs to view the resources for this week.

Required Textbooks

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 1
  • Section: What Is Transformational Leadership?

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 6
  • Section: Translation of Evidence for Leadership

Zaccagnini, M., & Pechacek. (2021). The Doctor of Nursing Practice essentials: A new model for advanced practice (4th ed.). Jones & Bartlett Learning.

• Read Chapter 6
  • Section: Strong Leadership

Required Articles

Scan the following articles on Professional Practice Models:

Ghur, N., Lebek, B., & Breitner, M. H. (2019). The impact of leadership on employees’ intended information security behaviour: An examination of the full?range leadership theory.Links to an external site. Information Systems Journal, 29(2), 340-362. https://doi.org/10.1111/isj.12202

Pearson, M. M. (2020). Transformational leadership principles and tactics for the nurse executive to shift nursing culture.Links to an external site. The Journal of Nursing Administration, 50(3), 142-151. https://doi.org/10.1097/NNA.0000000000000858

Additional Resources

Review the following additional resources for further exploration of the weekly topics/concepts:

42 Fresh Ideas. (2018, March 4). 30 The Leadership Challenge [Video]. YouTube. https://www.youtube.com/watch?v=HMvwaFVlu8I

Learning Success Strategies

• Remember that the week and discussion end on Saturday at 11:59 p.m. (MT).
• Develop your course reflection ideas and thoughts through the interactive discussion. Review the discussion guidelines and rubric to optimize your performance.
• You have access to a variety of resources to support your success. Click on the DNP Resources tab on the home page to access program and project resources.
• Your course faculty is here to support your learning journey. Reach out for guidance with study strategies, time management, and course-related questions.

Interacting with Feedback

Each week your course faculty will provide feedback in the rubric and on any assignment you have submitted. Take a moment to review the following video on how to view rubric feedback in Canvas:

• Link (video): Looking at Feedback. (2:26)

Review the following video on how to accept/reject track changes when viewing course faculty feedback on your assignment:

• Link (video): Word: Track Changes and Comments(4:19)

NR703 Week 8 Lesson Transformational Leading as a DNP-Prepared Nurse

Transformational Leadership Factors

Since the turn of the century, the transformational leadership style has been promoted, encouraged, and refined. Today, the elements have been distilled to four essential transformational leadership factors outlined in this week’s reading (Marshall & Broome, 2021).

Four Key Transformational Leadership Factors (Core Concepts)

Match each characteristic with its core concept.

Key Transformational Leadership Factors Interactive Transcript

• Idealized Influence: Be a positive role model
• Individualized Consideration: Give personal attention
• Inspirational Motivation: Inspire and motivate
• Intellectual Stimulation: Challenge to be innovative

Learn More!

View the following video to examine the role of nurse leaders in transforming healthcare.

• Link (video): Transforming Healthcare through Nurse Leadership | Campaign for Action.(6:05)

Full-Range Leadership Theory: An Adaptive Transformative Approach

Styles such as laissez-faire leadership, transactional leadership, situational leadership, servant leadership, adaptive leadership, and other interactional leadership concepts have created a more expansive toolbox for today’s dynamic leaders. In addition to the recent innovation of Quantum Caring Leadership (Watson et al., 2018) discussed in Week 6, another theory worth examining for its operational usefulness is Full-Range Leadership since its focus is on combining different styles into the leadership repertoire.

Full-Range Leadership Theory (Antonakis et al., 2003; Avolio, 2011; Avolio & Bass, 1991) describes nine characteristics from the three leadership concepts: five from the transformational concept, three attributed to transactional leadership, and one classified as a non-leadership or lasses-fair factor. These are summarized in the following graphic.

The construct helps to operationalize the leadership dynamic and provide a better understanding of the application of leadership principles. The laisser-faire concept (which was popular years ago) was included to demonstrate non-productive leadership.

Click on the different theories to examine Full-Range Leadership Theory.

Click the following link to expand to full screen:

Full-Range Leadership Theory.

Full-Range Leadership Theory Interactive Transcript

Originating Leadership ConceptFactors/CharacteristicDescription of Follower’s PerceptionTransformationalInspirational motivationLeader’s vision leading to positive attitude and motivationTransformationalIdealized influence (attributed)Followers see leader as positive and charismatic, creating emotional connections, confidence, and trustTransformationalIdealized influence (behavior)Leader acts on values, mission and vision with followers.TransformationalIntellectual stimulationLeader challenges followers’ assumptions, analyzes their problems and creates solutionsTransformationalIndividualized ConsiderationLeader fosters followers’ strengths and considers their needs and developmentTransactionalContingent rewardLeader provides task rewards (material and psychological)TransactionalActive management-by-exceptionLeader actively looks for deviations from rules/standards to make corrections and prevent further complicationsTransactionalPassive management-by-exceptionLeader acts after deviations/errors occur to take corrective actionLaissez-faireNon-leadershipAbsence of leadership

The Leadership Challenge

Kouzes and Posner (2017) offer an excellent practical leadership model in The Leadership Challenge Model. They have discovered through observation and research that influential leaders lead by modeling the organization’s shared values. Then, they find a way to inspire a shared vision for their teams and enlist them to adopt it. They propose that leaders challenge the way-its-always-been-done mindset, enabling those in their teams to act independently. Finally, they celebrate all gains, which is referred to as encouraging the heart. Their leadership primer has also been used effectively as a change model.

Click through the slides for the five practices for exemplary leadership.

Five Practices for Exemplary Leadership Interactive Transcript

Leadership is not about personality; it is about behavior—an observable set of skills and abilities.

Explore the five practices by clicking the arrow.

1. Model the way: Leaders create standards of excellence and then set an example for others to follow.
2. Inspire a shared vision: Leaders envision the future, creating an ideal and unique image of what the organization can become.
3. Challenge the process: Leaders search for opportunities to create innovative ways to improve the organization.
4. Enable others to act: Leaders involve others and strive to create an atmosphere of trust and human dignity.
5. Encourage the heart: Leaders recognize contributions and celebrate accomplishments.

By learning and applying leadership behaviors and attitudes that transform people into better teams, DNP-prepared nurse leaders can become the critical change agents of tomorrow.

As you complete this final week, take the following leadership challenge. Think about how you can apply the leadership challenge to your practice in some way. Click on each level to compare your application idea to the expert answer.

The Leadership Challenge Interactive Transcript

The Leadership Challenge: How to make extraordinary things happen in organizations

Select the correct Golden Cube to reveal the answer.

Level 1: Model the Way

Question:

Choose the best answer from these options:

1. The manager, who is not a nurse, shows a video of a sterile dressing change and sets the expectation that it should always be done that way.

*b. The manager, who is not a nurse, sees that the team is hectic, so she assumes tasks at the nursing station as she calls for additional staffing.

1. The manager, who is not a nurse, asks the charge nurse to demonstrate a procedure in the staff meeting.

Model the Way Expert Response:

“Leading by example is more effective than leading by command” (Kouzes & Posner, 2012, p. 17).

A leader does not have to demonstrate the individual job skills of everyone on the team but instead establish the direction and guide the pursuit through clearing the way for the team. Leaders operationalize the golden rule: treating others and the team’s goals as they themselves believe. Modeling the way is setting the example, showing commitment, and caring for the team.

Level 2: Inspire a Shared Vision

Question:

Choose the best answer from these options:

1. The manager sets operational expectations for the fiscal quarter at a staff meeting.

*b. The manager explains her vision of the future by including a common and desirable goal that excites all team members.

1. The manager defines her vision of the future in a general way she hopes all of the team will appreciate.

Inspire a Shared Vision Expert Response:

“You can’t command commitment; you have to inspire it. You have to enlist others in a common vision by appealing to shared aspirations” (Kouzes & Posner, 2012, p. 18).

Whether the vision is born of the organizational philosophy or the leader’s own passion, demonstrating that enthusiasm can paint the picture of the future for the team. The leader’s passion becomes magnetic, exhilarating, engaging, and enlivening as each team member arrives at that vision inspired by the leader’s unfailing excitement. During the Vietnam conflict, a ship’s captain pinned a beautiful, exotic picture of Tahiti in the mess hall under which were written the words, “When we are done here. . . .!” A shared vision was inspired.

Level 3: Challenge the Process

Question:

Choose the best answer from these options:

*a. I think we do a great job with end of shift report, but I suggest looking at the evidence behind walking rounds.

1. I like new ideas, but if it’s not broken, don’t fix it!
2. The expectation is that everyone will comply with my new initiative.

Challenge the Process Expert Response:

“Maintaining the status quo simply breeds mediocrity” (Kouzes & Posner, 2012, p. 156).

Transformational leaders must always be fearless and willing to take a stand for values over corporate policies that may harm or devalue the patients or the staff. Being a fearless leader means knowing when to pick battles (of course through appropriate behaviors) and when to use collaboration skills. Challenging the “way it has always been done” is vital for innovative improvement, application of best practice, and creative leadership.

Level 4: Enable Others to Act

Question:

Choose the best answer from these options:

1. The manager encourages educational development even though there is no budget to support it.
2. The manager creates a unit policy that allows anyone on the team to take action in customer service recovery; however, they should first receive permission from the on-duty supervisor.

*c. The manager creates a unit policy that allows anyone on the team to take action in customer service recovery. It includes examples like allowing visitation after hours when needed, ordering a family member’s meal, and other acts that demonstrate the willingness to make things right.

Enable Others to Act Expert Response:

“The climb to the top is arduous and steep. People become exhausted, frustrated, and disenchanted, and are often tempted to give up. Genuine acts of caring draw people forward. ‘Recognition is the most powerful currency you have and it costs you nothing.’” (Kouzes & Posner, 2012, p. 23).

It is often easier (and sometimes more effective and efficient) for a leader to perform a task rather than delegate it. However, it may send the message that the leader does not trust the staff (or thinks them incompetent). Moreover, enabling others to make decisions or perform functions independently creates a culture of trust and respect. It strengthens each member of the team and creates a collaborative environment. Enabling others to act develops each team member and strengthens the team.

Level 5: Encourage the Heart

Question:

Choose the best answer from these options:

1. Within the hearing of others, the leader of the organization makes rounds on a unit and says the exact phrase to each person encountered, “I appreciate you and the very important work that you do.”

*b. The unit manager overhears a patient thank a nurse for taking the time to care. While the manager walks with the nurse back to the nurses’ station, she says, “You are amazing. Thank you!”

1. The unit manager overhears a patient thank a nurse for taking the time to care. While the manager walks with the nurse back to the nurses’ station, she says, “You did a great job, but I think you could do better.”

Encourage the Heart Expert Response:

“Spontaneous, unexpected rewards are often more meaningful than expected, formal ones” (Kouzes & Posner, 2012, p. 292).

Encouraging the heart is an attitude toward others that is continually in motion. The leader can recognize each positive act, successful task, helping behavior, or positive expression when witnessed simply by approving and reinforcing them with this relationship-building attitude.

The leader’s approval means much. For individuals and the team, rewarding even small gains can add to the accomplishment of extraordinary things, even when the leader is not present to see them. For leaders and their reinforcement of daily positives, excellence can be achieved. Excellence is encouraging the heart.

You win!! Move on to the discussion for Week 8!

Reference

Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations (5th ed.). Jossey-Bass.

NR703 Week 8 References

Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. Leadership Quarterly, 14, 261-295. https://doi.org/10.1016/S1048-9843(03)00030-4

Avolio, B. J. (2011). Full range leadership development. Sage Publications.

Avolio, B. J., & Bass, B. M. (1991). Manual for the full range of leadership. Bass, Avolio & Associates.

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons, Inc.

Marshall, E. S., & Broome, M. E. (2021). Chapter 1: Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed., pp. 3-34). Springer Publishing Company. https://doi.org/10.1891/9780826135056

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

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such as low fidelity simulators

rate likelihood of severity of harm if failure occurs for each process step.
h. Calculate the Risk Profile Number (Multiply likelihood of occurrence X likelihood of detection X likelihood of severity or harm).
i. Summarize FMEA analysis.

70 pts

Includes all requirements and provides an excellent failure mode and effects analysis.

63 pts

Includes fewer than all requirements and/or provides a very good failure mode and effects analysis.

56 pts

Includes fewer than all requirements and/or provides a basic failure mode and effects analysis.

0 pts

Includes fewer than all requirements and/or provides a poor failure mode and effects analysis.

70 ptsThis criterion is linked to a Learning Outcome Ishikawa (Fishbone) Cause and Effect Diagram (1-2 slides)

Requirements:
a. Identify people involved in the identified practice problem.
b. Identify the environment in which the identified practice problem occurs.
c. Identify the materials used.
d. Identify the methods used.
e. Identify the equipment used.
f. Summarize cause and effect analysis.

70 pts

Includes all requirements and provides an excellent fishbone cause and effect diagram.

63 pts

Includes fewer than all requirements and/or provides a very good fishbone cause and effect diagram.

56 pts

Includes fewer than all requirements and/or provides a basic fishbone cause and effect diagram.

0 pts

Includes fewer than all requirements and/or provides a poor fishbone cause and effect diagram.

70 ptsThis criterion is linked to a Learning Outcome Evidence-Based Intervention (1 -2 slides)

Requirements:
a. Identify the evidence-based intervention for your identified practice problem idea (listed in PICOT).
b. Identify barriers to overcome based upon what you learned from the FMEA and Fishbone Analyses.
c. Discuss feasibility of the intervention.

50 pts

Includes all requirements and provides an excellent evidence-based intervention discussion.

45 pts

Includes fewer than all requirements and/or provides a very good evidence-based intervention discussion.

40 pts

Includes fewer than all requirements and/or provides a basic evidence-based intervention discussion.

0 pts

Includes fewer than all requirements and/or provides a poor evidence-based intervention discussion.

50 ptsThis criterion is linked to a Learning Outcome Conclusion (1 slide)

Requirements:
a. Summarize the purpose and findings of the analysis.
b. Provide and justify the main conclusions.
c. Draw inferences from the quality improvement analysis.

20 pts

Includes all the requirements and provides an excellent conclusion.

18 pts

Includes fewer than all requirements and provides a very good conclusion.

16 pts

Includes fewer than all requirements and/or provides a basic conclusion.

0 pts

Includes fewer than all requirements and/or provides a poor conclusion.

20 ptsThis criterion is linked to a Learning Outcome References (1 slide)

Requirements:
a. Include in-text citations used in the presentation.
b. Provide complete matching references in correct APA format.
c. Include minimum of four scholarly sources.

10 pts

Includes all requirements and provides excellent references.

9 pts

Includes fewer than all requirements and/or provides very good references.

8 pts

Includes fewer than all requirements and/or provides basic references.

0 pts

Includes fewer than all requirements and/or provides poor references.

10 ptsThis criterion is linked to a Learning Outcome Presentation and Writing

Requirements:
a. Length: Maximum of 14 slides
b. Standard English usage and mechanics
c. APA format guidelines for in-text citation and references
d. Clear

a Failure Mode and Effects Analysis (FMEA) and an Ishikawa (fishbone) cause and effect diagram to analyze

s6-s8. https://doi.org/10.1370/afm.2425

Agency for Healthcare Research and Quality. (2016). National quality strategy stakeholder’s toolkit. https://www.ahrq.gov/sites/default/files/wysiwyg/nqsleverfactsheet.pdf

Agency for Healthcare Research and Quality. (2020). Six domains of healthcare quality. https://www.ahrq.gov/talkingquality/measures/six-domains.html

Centers for Medicare & Medicaid Services. (2020). Electronic clinical quality measure basics. https://www.cms.gov/Regulations-and-Guidance/Legislation/EHRIncentivePrograms/ClinicalQualityMeasures

National Quality Strategy. (2017). Agency for healthcare research and quality. https://www.ahrq.gov/workingforquality/about/index.html

Week 5 Patient Safety and a Culture of Safety

Discussion

Purpose

The purpose of this discussion is for you to explore your healthcare setting culture and the shifting paradigm from volume-based care to value-based care within the context of patient safety.

Instructions

A paradigm shift is occurring across the United States from volume-based to value-based care. Reflect upon your organizational culture to address the following:

1. Analyze and assess the culture of your healthcare setting as it relates to patient safety.
2. Examine one opportunity to improve patient safety outcomes. Include in your strategy current technology being used to support safety and explain the importance of interprofessional collaboration to help promote a safer environment.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

1. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
2. Appraises current information systems and technologies to improve health care. (POs 6

NR706 Week 1 Nursing Informatics and Health Information Technology Systems

NR706: Health Informatics & Information Systems

Week 1: Nursing Informatics & Health Information Technology Systems

Week 1 References

American Nurses Association. (2015).?Nursing informatics: Scope and standards of practice (2nd ed.). Nursebooks.org.

Quality and Safety Education for Nurses. (2020). Graduate QSEN competencies. https://qsen.org/competencies/graduate-ksas/

Zadvinskis, I. M., Smith, J. G., & Yen, P. Y. (2018). Nurses’ experience with health information technology: Longitudinal qualitative study. JMIR Medical Informatics, 6(2), e38. https://doi.org/10.2196/medinform.8734

Week 1 Introductions

Discussion

Welcome! For this discussion, write a few sentences introducing yourself to your colleagues and the course faculty. Tell us a little about your nursing background, why you chose to become a DNP-prepared nurse, your aspirations in seeking this degree, and anything else you would like to share! Then, video record your introduction. Click on the following link for a step-by-step guide on recording your video introduction. Please note that there may be a short delay before the video appears in your post.

• Link (website): Kaltura TutorialsLinks to an external site.

Week 1Informatics Competencies and Advanced Nursing Practice

Discussion

Purpose

The purpose of this discussion is for you to reflect on your current level of competency in informatics and readiness to practice as a DNP-prepared nurse.

Nurses are knowledge seekers and use the informatics framework data, information, knowledge, and wisdom daily. Technologies can be used in various settings to meet the needs of a diverse healthcare population. By enhancing efficient communication, informatics and healthcare technologies are assisting nurses to engage patients to improve their health and manage their health conditions. Interprofessional and interdisciplinary barriers are easing as technologies are facilitating collaboration. This partnership approach to patient care delivery is supported by information and communication technologies and informatics processes.

Instructions

Review the article by Studwick et al. (2019) in the readings, The Essentials of Doctoral Education for Advanced Nursing Practice, and the QSEN Competencies. Reflect on your own technology experience to address the following:

1. Analyze the information and communication technologies you use in your practice setting to improve quality of care, efficiency of communication, and interprofessional collaboration to provide a safe patient environment.
2. Assess your competency in informatics and readiness to practice as a DNP-prepared nurse.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Assess the impact of informatics and information technology on organizational systems, change, and improvement. (PCs 2, 4; PO 6)
2. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Week 1: Student Attestation of the DNP Project Application (Required, Not Graded)

• Due May 14 at 11:59pm

 

• Points 0

 

• Questions 2

 

• Time Limit 30 Minutes

 

• Allowed Attempts Unlimited

Instructions

This non-graded assignment is to be completed by end of Week 1 of NR706.

Please complete two questions in this Attestation Quiz stating that your DNP Project Application is complete and submitted through the student portal.

Week 2: Information Technology: A Foundation for Healthcare Transformation

Week 2 References

Baysari, M. T., Hardie, R. A., Lake, R., Richardson, L., McCullagh, C., Gardo, A., & Westbrook, J. (2018). Longitudinal study of user experiences of a CPOE system in a pediatric hospital. International Journal of Medical Informatics, 109, 5-14. https://doi.org/10.1016/j.ijmedinf.2017.10.018

Joshi, K., & Lee, K. (2019). Making impact in the healthcare sector with outsourced information technology services: An interview with Day Veerlapati, president and CEO, Seven Seas Technologies Inc, Chesterfield, USA. Journal of Global Information Technology Management, 22(1), 71-74. https://www.tandfonline.com/doi/abs/10.1080/1097198X.2019.1567666

Pearson, E., & Frakt, A. (2018). Administrative costs and health information technology. JAMA, 320(6), 537-538. https://doi.org/10.1001/jama.2018.10819

The Office of the National Coordinator for Health Information Technology. (2020). Health IT dashboard: Electronic health record adoption. https://dashboard.healthit.gov/apps/health-information-technology-data-summaries.php?state=National&cat9=all+data&cat1=ehr+adoption

Zaroukian, M. H., & Basch, P. (2018). Quality time in healthcare: Meaningful use of health information technology and the journey to paying for value. In S.D. Kudyba (Ed.), Healthcare informatics: Improving efficiency through technology, analytics, and management (1st ed., pp. 43-78). Auerbach Publications. https://www.taylorfrancis.com/chapters/quality-time-healthcare-michael-zaroukian-peter-basch/e/10.1201/b21424-3

Week 2 Clinical Information Systems

Discussion

Purpose

The purpose of this discussion is for you to analyze different clinical information systems’ features and functionality and determine the most beneficial system for your healthcare setting.

Instructions

Conduct an online search for two different electronic health record (EHR) software solutions you view as beneficial to your healthcare setting. Examples may include, but are not limited to, the following: eClinicalWorks, McKesson, Cerner, Allscripts, Athena Health, GE Healthcare, Epic, Care360, Practice Fusion, OptumInsight, and NEXTGEN.

Then, address the following:

1. Identify two selected EHR software solutions and describe three features of each software solution.
2. Compare and contrast the benefits of the two selected EHR software solutions.
3. Select an EHR software solution that is best suited for your workplace environment and provide the rationale for your selection.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
4. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Week 3: Health Informatics Beyond the Acute Care Environment

Week 3 References

Benda, N., Veinot, T., Sieck, C., & Ancker, J. (2020). Broadband internet access is a social determinant of health! American Journal of Public Health, 110(8), 1123. https://doi.org/10.2105/AJPH.2020.305784

Brooks, R., Nieto, O., Swendeman, D., Myers, J., Lepe, R., Cabral, A., Kao, U., Donohoe, T., & Conulada, W. (2020). Qualitative evaluation of social media and mobile technology interventions designed to improve HIV health outcomes for youth and young adults living with HIV: A HRSA SPNS initiative. Health Promotion Practice 21(5), 693-704. https://doi.org/10.1177/1524839920938704

McBride, S., & Tietze, M. (2023).?Nursing informatics for the advanced practice nurse:?Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Week 3 Consumer Informatics/Telehealth Case Study

Discussion

Purpose

The purpose of this discussion is for you to investigate telehealth and technology relationships to social justice principles.

Case Study Scenario

Watch the following video.

Consumer Informatics/Telehealth Case Study (1:55)

Transcript

[MUSIC] Mr. Kasich is a 77-year old who was recently taken to the emergency room after he fell when trying to get out of bed. There, he was found to have a blood glucose level of 35 milligrams per deciliter and was diagnosed with uncontrolled type 2 diabetes mellitus and hypoglycemia despite many years of well-maintained the blood glucose levels. After further assessment, Mr. Kasich was transferred to a medical room in the hospital. His background includes diagnosed with type two diabetes mellitus, advanced congestive heart failure and lung cancer. Has Medicare parts A and B. Lives with wife in a remote area that is 40 miles from the closest healthcare provider. Is proficient using his home computer. Mr. Lane is a 42-year old who was admitted for exacerbation of heart failure. His background includes has diabetes mellitus type two. Is a long-haul truck driver with a large trucking company. Is privately insured. Is single and primarily lives in his truck. Both Mr. Kasich and Mr. Lane are going home with telehealth consisting of a telemonitoring device that transmits weight, blood pressure, blood glucose levels and pulse oximetry to a remote telehealth nurse. Even though the use of telehealth does not often include hands on interaction, the goal of keeping patients out of a hospital is consistent with quality nursing practice. Telehealth applications are designed to enhance the patient experience and improve clinical outcomes while providing care for patients in their home environment rather than an institutional setting. Telehealth supports self-care by empowering patients, which is a central tenet of nursing practice.

Instructions

Review the case scenario above and address the following:

1. Examine concepts such as equity, respect, self-determinism, health literacy, cyclic disadvantage, and healthcare disparities among marginalized populations or groups and how they affect patient outcomes.
2. Compare and contrast how each patient in the video may benefit from telehealth services and the ethical considerations from the viewpoint of the nurse.
3. Propose barriers that must be removed to achieve well-being, sufficiency, and healthcare access for all.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Appraise consumer health information sources for accuracy, timeliness, and appropriateness. (PC 4; PO 7)
6. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Week 4: Information Technology as the Basis for Quality Improvement

Week 4 References

Harris, C., Garrubba, M., Melder, A., Voutier, C., Waller, C., King, R., & Ramsey, W. (2018). Sustainability in healthcare by allocating resources effectively (SHARE) 8: Developing, implementing and evaluating an evidence dissemination service in a local healthcare setting. BMC Health Services Research, 18(1), 151. https://doi.org/10.1186/s12913-018-2932-1

McBride, S., & Tietze, M. (2023). Nursing informatics for the advanced practice nurse: Patient safety, quality, outcomes, and interprofessionalism (3rd ed.). Springer Publishing Company.

Otitigbe, J. (2017). Fishbone facilitation reflection: Team-based cause-and-effect study can point the way to the real problem. ISE: Industrial & Systems Engineering at Work, 49(7), 48-51.

Reed, J. E., Howe, C., Doyle, C., & Bell, D. (2018). Simple rules for evidence translation in complex systems: A qualitative study. BMC Medicine, 16(1) 92. https://doi.org/10.1186/s12916-018-1076-9

Schaefer, J. D., & Welton, J. M. (2018). Evidence-based practice readiness: A concept analysis. Journal of Nursing Management, 26(6), 621-629. https://doi.org/10.1111/jonm.12599

Warnick, R. E., Lusk, A. R., Thaman, J. L., Levick, A. H., & Seitz, A. D. (2020). Failure mode and effect analysis (FMEA) to enhance safety and efficiency of Gamma Knife radiosurgery. Journal of Radiosurgery and SBRT, 7(2), 115-125.

Week 4 Translating Evidence Into Practice

Discussion

Purpose

The purpose of this discussion is for you to evaluate a National Practice Problem within the context of your practice problem idea and technology expansion within your healthcare setting.

Instructions

Select one leading National Practice Problem that is prevalent in your patient population or healthcare setting and address the following:

1. Describe an issue related to the National Practice Problem you selected that is impacting quality, safety, or financial outcomes at your practice setting.
2. Elaborate how technology such as the electronic medical record might assist in implementing, evaluating, or sustaining an evidence-based intervention to address the identified problem.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): Graduate Discussion Grading Guidelines and RubricLinks to an external site.

Program Competencies

This discussion enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO 7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the impact on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Week 4 Translation Science Project

Assignment

Purpose

The purpose of this assignment is to identify a practice problem idea and an evidence-based intervention to address the practice problem idea. Data management is essential to drive actions and decisions to improve healthcare outcomes. The content will support the formulation of a literature synthesis related to your practice problem idea, which supports professional formulation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Instructions

In order to create flexible options, we are providing you options on this assignment. Concept maps are an effective way to express complex ideas, especially for visual learners. For this assignment, each of the following sections may be presented either as a narrative or concept map:

• Practice Problem and PICOT Question
• Evidence Synthesis of Literature
• Data Driven Decision Making

Please note you are not required to complete any or all of the sections identified as conceptual maps. If you choose to use a concept map for a section, it should be created in Microsoft Word using Smart Art and placed in that section of the paper under the associated first level heading. The concept map must meet all the requirements outlined in the assignment rubric for each section. The rubric and page length are unchanged.

Concept Map Resources

If you need additional information on concept maps and how to create a concept map in Microsoft Word, review the following resources:

• Link (article): Effects of Web-Based Concept Mapping Education on Students’ Concept Mapping and Critical Thinking Skills: A Double-Blind, Randomized, Controlled StudyLinks to an external site.

Concept Map (2:48) Information:

As a leader, how you manage, and present information may vary depending upon the project, stakeholders, and goals. One approach to present information to gain support for projects is with visual aids such as a concept map. A concept map organizes and displays knowledge in a graphical manner to show relationships between different concepts. By showing interrelationships, concept maps help engage and heighten problem solving. One way to construct a concept map is by using Word and its graphic art capabilities known as Smart Art.

– Open a blank Word document. – Go to the toolbar. – Select Insert. – Select Smart Art. Select the graphic shape you think most accurately reflects the information you want to share. Let’s say the topic is related to Maslow’s Hierarchy of Needs. You know it is usually presented as a pyramid. So you select Pyramid from the SmartArt options. Once selected, it is placed on your Word document for editing.

The Smart Art tool allows you to identify three sections of the pyramid. But Maslow’s Hierarchy has five levels, so you need to add two levels to the basic design. Place the cursor in the text box, right click, copy, and paste into position. You now should have four textboxes for the pyramid. Repeat the step to have five textboxes. Then, enter your labels inside each text box. This is one example to illustrate the ease of using Word Smart Art to create a concept map.

Again, the concept map design depends upon the concepts of interest. Let’s try one more. You want to make a concept map of the three sciences integrated into nursing informatics: computer science, information science, and nursing science. – Open the Word document. – Go to Insert. – Select Smart Art. – Select Relationships, – Select Basic Venn Diagram. Click on the text boxes and enter Nursing Science in the top circle, then Computer Science and Information Science.

Once you have identified a shape from Smart Art, in addition to adding or deleting parts of the graphic, you can change the location of parts of the graphic as well. Left click the part of the graphic you want to move and drag to a new location. You can connect with lines or arrows by going to the Toolbar and selecting, Insert and then Shapes. These are some basic examples of how to create a concept map. Follow the assignment instructions and use the rubric to guide your creation of the concept map.

Additionally, review the conceptual maps section in the current APA manual.

The assignment should include the following components. Contact course faculty for questions.

1. Introduction
   1. Develop a focused one-sentence purpose statement.
   2. Explain the selected practice problem idea in general terms (cited).
2. Practice Problem and Question (Narrative or Conceptual Map)
   1. Discuss the significance of the practice problem idea (cited).
   2. Discuss the prevalence of the practice problem idea (cited).
   3. Discuss the economic ramifications of the practice problem idea (cited).
   4. Identify an evidence-based intervention to address the selected practice problem idea (cited).
   5. Construct the practice problem PICOT in question format.
3. Evidence Synthesis of the Literature (Narrative or Conceptual Map)
   1. Discuss the scope of evidence including databases searched and keywords.
   2. Compare and contrast main points from the evidence integrated in a cohesive manner (cited).
   3. Provide objective rationale for the evidence-based intervention to address the practice problem idea. (cited).
4. Data-Driven Decision-Making (Narrative or Conceptual Map)
   1. Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).
   2. Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.
5. Conclusion (Write one concise paragraph.)
   1. Summarize the impact of the practice problem idea.
   2. Summarize the role of the evidence-based intervention to address the practice problem idea.
6. References
   1. Identify and list four scholarly sources used in evidence synthesis on the reference pages.
   2. Identify and list other scholarly sources used in the paper on the reference pages.
   3. List scholarly sources in alphabetical order.
   4. Use correct hanging-indent format.
7. Appendix: Summary Table of the Evidence
   1. Attach the completed John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary Tool.
      • Link (Word doc): John Hopkins Nursing Evidence-Based Practice Individual Evidence Summary ToolLinks to an external site.
   2. Provide a minimum of four research studies.
   3. Complete all sections completely for the four sources of evidence.
   4. Identify both the quality and level of evidence for each scholarly source on the table.

Level I Headings for the Assignment

• Practice Problem and Question
• Evidence Synthesis of the Literature
• Data-Driven Decision Making
• Conclusion
• References
• Appendix: Summary Table of the Evidence

Writing Requirements (APA format)

• Length: 6-8 pages (not including title page or references page)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman or 11-point Arial font
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics

Graduate Re-Purpose Policy

The late assignment policy and the reuse repurpose policy (located in the student handbook) apply to this assignment.

Program Competencies

This assignment enables the student to meet the following program competencies:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

2. Use information technology to collect and analyze data to generate evidence-based nursing practice across healthcare settings. (PC 4; PO 7)
3. Design programs that monitor and evaluate outcomes of care, care systems, and quality improvement. (PC 4; PO7)
4. Evaluate the types of healthcare information systems, knowledge-based systems, and patient care technology and the imp act on patient safety, quality of care, and outcome measurement. (PC 4; PO 7)
5. Resolve ethical and legal issues related to the use of information, communication networks, and information and patient care technology. (PCs 2, 4; PO 6)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

Rubric

W4 Assignment Grading Rubric

W4 Assignment Grading RubricCriteriaRatingsPtsThis criterion is linked to a Learning Outcome Introduction

Requirements:
1. Develop a focused one-sentence purpose statement.
2. Explain the selected practice problem idea in general terms (cited).

10 pts

Includes all requirements and provides an excellent introduction.

9 pts

Includes fewer than all requirements and/or provides a very good introduction.

8 pts

Includes fewer than all requirements and/or provides a basic introduction.

0 pts

Includes 1 or fewer requirements and/or provides a poor introduction.

10 ptsThis criterion is linked to a Learning Outcome Practice Problem and Question (Narrative or Conceptual Map)

Requirements:
1. Discuss the significance of the practice problem idea (cited).
2. Discuss the prevalence of the practice problem idea (cited).
3. Discuss the economic ramifications of the practice problem idea (cited).
4. Identify an evidence-based intervention to address the selected practice problem idea (cited).
5. Construct the practice problem PICOT in question format.

70 pts

Includes all requirements and provides an excellent description of the practice problem and question.

63 pts

Includes fewer than all requirements and/or provides a very good description of the practice problem and question.

56 pts

Includes fewer than all requirements and/or provides a basic description of the practice problem and question.

0 pts

Includes fewer than all requirements and/or provides a poor description of the practice problem and question.

70 ptsThis criterion is linked to a Learning Outcome Evidence Synthesis of the Literature (Narrative or Conceptual Map)

Requirements:
1. Discuss the scope of evidence including databases searched and keywords.
2. Compare and contrast main points from the evidence integrated in a cohesive manner (cited).
3. Provide objective rationale for the evidence-based intervention to address the practice problem.

70 pts

Includes all requirements and provides an excellent evidence synthesis of the literature.

63 pts

Includes fewer than all requirements and/or provides a very good evidence synthesis of the literature.

56 pts

Includes fewer than all requirements and/or provides a basic evidence synthesis of the literature.

0 pts

Includes fewer than all requirements and/or provides a poor evidence synthesis of the literature.

70 ptsThis criterion is linked to a Learning Outcome Data-Driven Decision-Making (Narrative or Conceptual Map)

Requirements:
1. Describe the source of the evidence (i.e., internal data to support the need for change at practicum site to improve outcomes and/or nursing practice. Example: incident reports, readmission rates, infection rates, etc.).
2. Identify how the use of information technologies potentially influence data capture, process improvement, evaluation, and patient outcomes related to your practice problem idea.

70 pts

Includes all requirements and provides an excellent summary of data-driven decision-making.

63 pts

Includes fewer than all requirements and/or provides a very good summary of data-driven decision-making.

56 pts

Includes fewer than all requirements and/or provides a basic summary of data-driven decision-making.

0 pts

Includes fewer than all requirements and/or provides a poor summary of data-driven decision-making.

70 ptsThis criterion is linked to a Learning Outcome Conclusion (1 concise paragraph)

Requirements:
1. Summarize the impact of the practice problem idea.
2. Summarize the role of the evidence-based intervention to address the practice problem idea.

10 pts

Includes all the requirements and provides an excellent conclusion.

9 pts

Includes fewer than all requirements and/or provides a very good conclusion.

8 pts

Includes fewer than all requirements and/or provides a basic conclusion.

0 pts

Includes fewer than all requirements and/or provides a poor conclusion.

10 ptsThis criterion is linked to a Learning Outcome References

Requirements
1. Identify and list four scholarly sources used in evidence synthesis on the reference pages.
2. Identify and list other scholarly sources used in the paper on the reference pages.
3. List scholarly sources in alphabetical order.
4. Use correct hanging-indent format.

20 pts

Includes all requirements and provides excellent references.

18 pts

Includes fewer than all requirements and/or provides very good references.

16 pts

Includes fewer than all requirements and/or provides basic references.

0 pts

Includes one or fewer requirements and/or