NURS 4211 Syllabus
NURS 4211 - Nursing Leadership and Management
3 Credit Hours
This course examines managerial and leadership concepts, issues, roles, and functions as applied to the role of the professional nurse in various healthcare settings.
At the end of this course the student will be able to:
- Apply theories of effective leadership and management within selected health care arenas.
- Utilize the skills of nursing process, critical thinking, ethical decision-making, communication, and therapeutic nursing intervention in managing culturally competent, cost effective care of groups of clients across the wellness/illness continuum.
- Collaborate with interdisciplinary health care team members in prioritizing and coordinating quality/cost effective healthcare.
- Demonstrate leadership and management of a care-giving team comprised of individuals with varied cultural and ethnic origins, and varied levels of clinical knowledge and competencies.
- Utilize skills of inquiry and research as a means to enhance knowledge base, facilitate change, and improve quality of care.
- Demonstrate professional accountability for effective leadership within nursing practice and for advancement of the profession.
Admission to the TN eCampus MSN Bridge program
- What is Leadership and Management and How does it apply to me? (Theories of effective leadership, followership and management)
- Organizational and Personal Mission, Vision and Goals (Planning Hierarchy)
- Civility in Nursing and Workplace Violence
- Critical Thinking, Problem Solving and Effective Decision Making
- Change Theory: planned change vs chaos
IOM and Managing Quality and Risk
Managing Costs and Budgets, Care Delivery and Staffing
- Organizational Structure and Power
- Motivation, Communication and Team Building (Interpersonal Relationships, Collaboration and Team Building)
- Conflict Management
- Role Transition
- Time and stress management
Textbooks, Supplementary Materials, Hardware and Software Requirements
Please visit the Virtual Bookstore to obtain textbook information for this course. Move your cursor over the "Books" link in the navigation bar and select "Textbooks & Course Materials." Select your Program, Term, Department, and Course; then select "Submit."
Covey, S. R. (2004). The 7 habits of highly effective people. Free Press.
My favorite motivational leadership text. You might have another.
Another website that supports leadership is: Mindtools for Leadership.
American Nurses Association. (2015). Essentials of nursing practice package . Atlanta, GA: Author. PUB# FNDN2015. This package contains the three documents listed below at a discounted rate.
- American Nurses Association (2015). Guide to Nursing’s social policy statement: Understanding the profession from social contract to social covenant .Silver Springs, MD: Author. ISBN 9781558102705
- American Nurses Association (2015). Code of ethics for nurses with interpretative statements. Silver Springs, MD: Author. ISBN 978-1-55810-599-7
- American Nurses Association (2015). Nursing: Scope and standards of practice (3rd ed.). Silver Springs, MD: Author. ISBN 978-1-55810-619-2
Minimum hardware requirements can be found here.
Minimum software requirements can be found here.
Common applications you might need:
Purdue OWL Online Writing Lab (for APA, MLA, or Chicago style)
The Writing Center Online Writer's Handbook
- Technical support information can be found on the TN eCampus Help Desk page.
- Smarthinking virtual tutoring is available FREE of charge. to access Smarthinking, visit the course homepage and select Smarthinking under Course Resources. You also view sample sessions to see what Smarthinking offers and how it works.
- Information on other student issues or concerns can be located on the TN eCampus Student Resources page.
Please see "Instructor Information" in the Getting Started Module for instructor contact information, virtual office hours, and other communication information. You can expect to receive a response from the instructor within 24-48 hours unless notified of extenuating circumstances.
Participation, Assessments, & Grading
This Course has no tests. The grades in this course is based upon successful completion of a core content plus content that you choose to improve your leadership skills.
The grade in this course is based on successful completion of core and extra activities .(Percentage and points are assigned for each activity.)
Essentially, you must complete all the core activity item, and then choose up to 6 other items to enhance your leadership toolbox.
Many of the activities require use of a clinical facility or clinical knowledge . You may use any clinical facility you are familiar with or have access to.
The core activities are detailed in D2L modules (see planning your course contract for specific assignments)
- The enhanced activities (up to 6) are detailed below in syllabus.
Some core activities are time sensitive. Please check the due dates in the calendar and in the module.
- If a student is unable to fulfill this requirement for any reason, he/she should notify the instructor prior to due date and make alternative arrangements.
- Written assignments must meet APA grammatical standards and those standards set in contract. (see planning your course contract for specific assignments) If not satisfactory, activities may be returned for re submission.
Basic requirements are listed below - Detailed information is in each module
Core activities: Students are required to complete all C Grade Activities. These activities are considered basic skills for nurse leaders and managers. Details are in each module
Activities to enhance your Leadership tool box. Each student comes to this course with a different bag of skills therefore you can choose an activity that will increase or stretch your abilities.
Choose up to 6 extra activities to complete this course
93 - 100
85 - 92
76 - 84
70 - 76
Complete learning assignments as identified on D2L.
All course requirements are submitted online via D2 L drop box
Discussion board assignments must be submitted via D2l
8 at 3 pts each
Core activities Drop Box
various points.. see Learning activities/ grading
in getting started for specifics
Activities to enhance your leadership toolbox (choose 6)
6 at 10 pts each
Guidelines for participation in online class discussions
All students are expected to actively participate in online class discussions. Participation in assigned online discussions of course content is expected as topics are introduced and as applied to assigned readings. Each discussion question posted will be assigned a date by which the student must respond. If a student is unable to fulfill this requirement for any reason, he/she should notify the instructor prior to the class and make alternative arrangements. The aim is to encourage interaction among students and faculty, not simply to present information. Students are required to respond initially to all discussion questions and to two other student responses. Student responses to discussion questions must be substantive, that is, thoughtful and analytical. The student is held to academic standards of writing style and the use of proper grammar, punctuation and spelling.
Grade points for postings to the course discussion board are based on the student's depth of participation. All students must participate in the discussion forums in order to meet the course requirements. The discussion board will be evaluated each week.
Discussion Board points are assigned as follows (these items are included under assignments)
- 3 - includes in depth response to discussion questions and additional substantive responses 2 postings from other students
- 2 - Response to assigned discussion question only and only one other person. Or initial response not in depth enough.
- 1 - Response to assigned discussion only
- 0 - just missed this board entirely
Activities to enhance your leadership tool boxes in detail
Each student comes to this course with a different bag of skills. These activities are designed to assist the student to expand their knowledge. Choose activities in areas that you have little experience or area that you want to learn more about.
In addition to the Core activities
Choose up to six of these activities to complete the course.
Activities from the core concepts
- Compare and contrast two other people’s leadership style Describe how they are or are not effective. (refer to the Attributes of Leaders and Managers Box 1.1, Leadership or Gardner's Tasks of Leadership Table 1.1) (Give examples of how they exhibit the characteristics of theoretical leadership style.)
- Leaders must be able to create a culture that encourages adherence to standards for patient safety. Identify a situation in which you would revise or change practice to enhance safety. How would you introduce this change to your staff using the Diffusion Theory? What strategies would you use for early adopters of this change? Chapter 2 Patient Safety
- Related to Decision Making: Exercise 6-3 or 6- 5 Design a decision grid or use the fish bone diagram to identify components of a current situation
Activities from Managing resources
- Budgeting activity A. ( to learn more about the budgeting process in your organization)- complete exercise 12 - 14 (old book 11-14)
- Budgeting Activity B. (to assist one to become aware of profit and loss) - complete Exercise 12 15 (old book 11- 15 page 234 )
- Exploring overtime policies Exercise 14.1 page 280
Activities from Changing the status Quo
- Risk management activity - ( read pages 403 – 407 in text
First: Describe the risk management (adverse event, incident report) process at your institution.
Next - describe an error that occurred in the agency where you practice - one that resulted in harm and one that did not. What would you suggest to avoid a re occurrence? Decide under what circumstances you would inform the family and patient and under what circumstances you would withhold the information.
- Exploring Commitment exercise 18.3 page 354
Activities from Interpersonal and Personal Skills
- Conflict resolution - Chapter 23/ 25
Sandra recently began to question her decision to become a nurse and was considering leaving the profession after only 6 months of licensure. Orientation had left her in tears at least once per week, and she began to question her ability to be a safe and competent nurse. Sandra felt belittled by her preceptor and unsupported by her co-workers, who all seemed too busy to help her. She frequently observed her preceptor roll her eyes and sigh loudly when Sandra asked a question; she observed the same thing from the preceptors of the other two new graduates. Sandra understood that her preceptor was experiencing conflict in her own life because she commonly overheard her preceptor on the phone arguing with her husband.
a. What strategies can be implemented to reduce lateral violence on Sandra’s unit? Use information from Cpt 23 and 25 (Horizontal Violence and Box 25.7))
b. What can Sandra and the other new graduates do to improve the work environment?
c. What conflict-handling techniques will be of particular importance during the process?
- Stress management - Analyze a stressful situation and your coping strategies (some are listed in Chapter 28 beginning page 560).
Think about a recent situation in which you experienced a high level of distress.
Describe the situation:
Indicate how you responded. What were your coping strategies?
Emotionally: Behaviorally: Physically:
Were your coping strategies successful?
What else could you have done or how could you have responded differently?
- Community Service 4 hours in any are plus submit an evaluation of your community service experience. What function does this community service serve in t he community? How does it contribute to the health and welfare of the community? What role do health care professionals have in this organization if any? If no role for health care professionals, are they needed? Why or why not? What role did you play in this activity? ( Community service is an essential part of leadership. Being active in your community builds good will networks.)
Students are expected to participate in DB and core activities..
Deadlines are set for various modules and assignments.. Students are expected to meet them.. If you have trouble meeting deadlines please contact the course faculty.
Course Ground Rules
The following two statements (1., 2.) were derived from the TBR System-wide Student Rules document, released January 2012:
RULES OF THE TENNESSEE BOARD OF REGENTS STATE UNIVERSITY AND COMMUNITY COLLEGE SYSTEM OF TENNESSEE SYSTEMWIDE STUDENT RULES CHAPTER 0240-02-03 STUDENT CONDUCT AND DISCIPLINARY SANCTIONS
1. Standards of Conduct:
- Students are required to adhere to the same professional, legal and ethical standards of conduct online as on campus. In addition, students should conform to generally accepted standards of "netiquette" while sending e-mail, posting comments to the discussion board, and while participating in other means of communicating online. Specifically, students should refrain from inappropriate and/or offensive language, comments and actions.
- In their academic activities, students are expected to maintain high standards of honesty and integrity. Academic dishonesty is prohibited.
Such conduct includes, but is not limited to:
- an attempt by one or more students to use unauthorized information in the taking of an exam
- to submit as one's own work, themes, reports, drawings, laboratory notes, computer programs, or other products prepared by another person,
- or to knowingly assist another student in obtaining or using unauthorized materials.
Plagiarism, cheating, and other forms of academic dishonesty are prohibited.
Students guilty of academic misconduct, either directly or indirectly through participation or assistance, are subject to disciplinary action through the regular procedures of the student’s home institution. Refer to the student handbook provided by your home institution to review the student conduct policy.
In addition to other possible disciplinary sanctions that may be imposed, the instructor has the authority to assign an "F" or zero for an activity or to assign an "F" for the course.
Other Course Rules:
Students are expected to:
- Participate in all aspects of the course
- Communicate with other students
- Learn how to navigate in Brightspace
- Keep abreast of course announcements
- Use the assigned course management (Brightspace) email address rather than a personal email address
- Address technical problems immediately:
- Observe course netiquette at all times.
Guidelines for Communications
- Always include a subject line.
- Remember without facial expressions some comments may be taken the wrong way. Be careful in wording your emails. Use of emoticons might be helpful in some cases.
- Use standard fonts.
- Do not send large attachments without permission.
- Special formatting such as centering, audio messages, tables, html, etc. should be avoided unless necessary to complete an assignment or other communication.
- Respect the privacy of other class members
- Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.
- Try to maintain threads by using the "Reply" button rather starting a new topic.
- Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.
- Be patient and read the comments of other group members thoroughly before entering your remarks.
- Be cooperative with group leaders in completing assigned tasks.
- Be positive and constructive in group discussions.
- Respond in a thoughtful and timely manner.
The Tennessee Virtual Library is available to all students enrolled in TN eCampus programs and courses. Links to library materials (such as electronic journals, databases, interlibrary loans, digital reserves, dictionaries, encyclopedias, maps, and librarian support) and Internet resources needed by learners to complete online assignments and as background reading will be included within the course modules. To access the Virtual Library, go to the course homepage and select the Virtual Library link under Course Resources.
Students with Disabilities
Qualified students with disabilities will be provided reasonable and necessary academic accommodations if determined eligible by the appropriate disability services staff at their home institution. Prior to granting disability accommodations in this course, the instructor must receive written verification of a student's eligibility for specific accommodations from the disability services staff at the home institution. It is the student's responsibility to initiate contact with their home institution's disability services staff and to follow the established procedures for having the accommodation notice sent to the instructor.
The instructor reserves the right to make changes as necessary to this syllabus. If changes are necessitated during the term of the course, the instructor will immediately notify students of such changes both by individual email communication and posting both notification and nature of change(s) on the course bulletin board.
The information contained in this syllabus is for general information purposes only. While we endeavor to keep this information up-to-date and accurate, there may be some discrepancies between this syllabus and the one found in your online course. The syllabus of record is the one found in your online course. Please make sure you read the syllabus in your course at the beginning of the semester. Questions regarding course content should be directed to your instructor.