Three Credit Hours. This course is offered the first semester of the DNP program.  There are no pre-requisites for this course. This course provides students with the knowledge and skills required for transformational leadership within a health care system or organization. Principles and strategies to advance interprofessional collaboration at the organization and systems level will be emphasized.

The following technology skills are required for this course:

• Use Email to communicate with professor and classmates by creating messages, replying to messages, forwarding messages, and adding attachments.
• Use Portal Discussion Forums to post responses, make replies to classmates, attach files, and embed video code.
• Use Portal Coursework to upload assignment files.
• Use synchronous zoom tools such as Zoom to participate in online meetings and view recorded sessions.
• Use Panopto and/or YouTube to view video recordings.
• Download and install software.

The following Technology Equipment is required for this course:

• Ability to connect to the internet to enable email, file uploads/downloads, video viewing, webcasts, and other interactive communications.
• Accessibility to speakers/headphones and microphone to enable listening to and participating in online meetings, recorded content, and recording content.

There are several accessibility design considerations that have been used in the course design. The Learning Management System (Course Portal) is designed to perform and comply with web accessibility standards. The course portal pages have been designed with large text and contrasting colors to enhance readability. Course documents have been checked with accessibility tools to ensure compliance with accessibility design standards. Zoom live-meeting system is designed to comply with web accessibility standards and to work with assistive-technology devices (Zoom Accessibility Statement).

Required Textbooks:

Marshall, E.S., & Broome, M.E. (Eds.). (2017). Transformational leadership in nursing: From expert clinician to influential leader (2^nd ed.). New York, NY: Springer Publishing Company.

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Weiss, D, Tilin, F, & Morgan, M. (2018). The interprofessional health care team: Leadership and development (2^nd ed.). Burlington, MA: Jones & Bartlett Learning.

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 Zaccagnini, M.E. and White, K. (2017).  The Doctorate of Nursing Practice Essentials. Burlington, MA: Jones & Bartlett Learning.

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GRADING POLICIES

Assessment:

GRADING SCALE

The FSC Nursing grading scale will be applied in this course as follows:

Student-Student interaction in learning is important because it encourages learning as peers in discussion and participation. Since this is an online course, there must be alternate means of communicating and collaborating used to achieve full learner engagement. There are several course activities included in the course to encourage student-student interaction. The discussion board forums require students to review and give feedback to each other on assigned Portal discussions.  

Student-Professor interaction is achieved by email communications, virtual office hours, discussion board question and answer forums, and by synchronous Zoom meetings scheduled as needed per module based on student request for course faculty to answer questions and solve sample problems and/or case studies related to module content.

Philosophy of leadership and self-reflection paper: Students will describe their philosophy of leadership and any leadership challenges.  Students will reflect and use the information from their individual leadership, personality and emotional intelligence self-assessments to improve interpersonal and/or leadership skills. Strategies should be discussed that will be used to enhance the student's leadership skills or abilities. Feedback/Expectations: Relevant sources from the leadership literature should be cited in the paper.  The submission should be well-organized, with careful attention paid to grammar, spelling, punctuation, and sentence structure.  Use of proper APA style is required. The paper should not exceed five (5) double-spaced pages (not including title page and reference pages).

Persuasive communication 5-minute elevator speech and peer evaluation with Online multi-media or slide presentation (web conference): Students will present their persuasive communication 5 minute elevator speech via Panopto and upload the Panopto presentation to the assignment link for viewing by course faculty and class peers.  Feedback/Expectations: All persuasive communication 5 minute elevator speech videos will be due by 10/27/19. Presentations will be no more than 5 minutes. The goal is to quickly and effectively summarize the introduction, background, key headlines, supporting facts, and your proposed issue brief related to a health care opportunity. Each student will be randomly assigned to peer review three (3) persuasive communication 5 minute elevator speeches from their class colleague using a scoring rubric. Faculty will review each persuasive communication 5 minute elevator speech and evaluate using the same scoring rubric to offer feedback. Peer review rubrics will be shared with each student in an effort to receive constructive feedback needed for professional growth in leadership and communication. Peer review rubrics will be blinded prior to being returned to students.

Organizational assessment and development plan outline: Students will complete an organizational assessment on a health care organization or practice of their choice. An organizational assessment template will be used with focus on six (6) key areas: 1) Leadership for Improvement, 2) Results, 3) Resources, 4) Workforce and Human Resources, 5) Data Infrastructure and Management, and 6) Improvement Knowledge and Competence.  Feedback/Expectations: Students will submit their organizational assessment assignment by 11/10/19. Faculty will review and offer feedback on the findings from the six (6) key areas.

Logic Model: Students will develop a logic model proposal at the organization or system level, identifying key resources, activities, and outcome evaluation metrics to impact process change within a selected health care organization or practice. Findings from the student's organization assessment assignment can be utilized in developing the logic model. Feedback/Expectations: Students will submit their logic model assignment by 11/24/19. Faculty will review and offer feedback on the proposal, situation, identified inputs, outputs, and impact goals (short, medium, and long-term).