Linfield College School of Nursing

Course Overview

Course Number	Nur 416 DCE
Course Title	Stewardship of the Community 5 credits (3 cr theory, 2 cr clinical) Total of 84 clinical hours with 28 hours for praxis seminar and 56 hours in clinical activities
Faculty	Barbara J. Limandri, DNSc, APRN, BC Office: 503-413-8359; Home: 503-452-7349; Fax: 503-413-6846 E-mail: blimand@linfield.edu Address: 2255 NW Northrup Ave Portland, Or 97210-2932
Office Hours	Daily in WebCT Office Hours area Students can call or email me any time. For face-to-face discussions, please schedule an appointment.
Catalog Description	Theory and application of principles of professionalism, ethics, leadership and management, health care policy and finance in the care and service to aggregate populations. Includes the study and practice of activism within the profession.
Course Outcomes	1. Integrate population-focused care into practice. 2. Provide ethical leadership in the nursing care of populations. 3. Use principles of nursing leadership and management in the provision of direct services and in response to changes in health care. 4. Advocate for health care policy and practice that promotes the health of the community. 5. Conduct oneself as a steward of the profession.
Required Texts	Grossman, S. C. and Valiga, T.M. (2005). The New Leadership Challenge. Creating the Future of Nursing. 2^ndEd. Philadephia: F.A. Davis. Additional readings available full text through Linfield College Library online.

Evaluation Methods and Grading System

Online class discussion 25%

Clinical Presentation 30%

Self-assessment Assignments 20%

Praxis seminar discussion 25%

Successful completion of Nur 416 is based upon passing both the theory and clinical components of the course, completing all assignments, and meeting all of the course outcomes.

Clinical is graded pass/no pass. To pass the clinical component of the course, the student must meet all of the course outcomes as outlined in the Clinical Evaluation Tool. A student who shows any behaviors that are illegal, unethical, unsafe or potentially harmful to the patient, the institution, or others will not pass the course.

The following grading scale applies:

Passing grades Non-passing grades

A	93-100
A-	90-92
B+	87-89
B	83-86
B-	80-82
C+	77-79
C	73-76

C-	70-72
D+	67-69
D	60-66
F	0-59

College and Course Policies

Late Policy: Each late graded assignment will have 5% per day deducted from the final grade for the assignment. Failure to submit the pass/no pass assignment on time will result in a two point per day deduction from the final course grade.

Disability Policy: Students with documented disabilities who may need accommodation, who have emergency medical information that the instructor should know, or who need special arrangements in the event of evaluation, should discuss with the teacher as early as possible, no later than the first week of the term.

Academic Dishonesty: Academic work is evaluated on the assumption that the work presented is the student’s own, unless designated otherwise. Anything else is unacceptable and is considered academically dishonest. Academic dishonesty includes:

Cheating. This includes using or attempting to use unauthorized materials, information or study aids in any academic work submitted for credit.
Plagiarism. Submission of academic work for credit that includes material copied or paraphrased from published or unpublished works without documentation.
Fabrication. Deliberate falsification or invention of any information or citation in academic work.
Facilitating academic dishonesty: Knowingly helping or attempting to help another to violate the College’s policy on academic dishonesty. Students guilty of such acts are subject to disciplinary action. In dealing with academic dishonesty, the instructor shall have discretion as to what penalty to impose regarding the course grade. Instructors are required, when discovering a case of academic dishonesty, to inform the Dean of Students, as well as the student, in writing of the incident within 10 days of the discovery of the offense. The Dean of Students is responsible for referring all cases involving more than one offense by the same student directly to the College Judicial Council. The Judicial Council may impose College-level penalties upon the offending students. Students may appeal a decision of an instructor to the Judicial Council (Academic Policies and Procedures, p. 33, Linfield College Catalog.)

Withdrawal Policy: The last day to withdraw and receive a “W” is according to the term schedule.

Incomplete Course Work: A grade of incomplete will not be given for Nur 416 except for extremely extenuating circumstances. Before such a grade is awarded, it requires the approval of the course faculty as well as a signed contract specifying remaining requirements and due dates.

Class Schedule (See online calendar as well)

Week of	Class Topic	Text Assignment (plus one article)
1	Nature of Leadership	Ch 1
2	New World Leadership & Followership	Chs 2 & 3
3	Transformational Leadership	Ch 4
4	Vision & Creativity	Ch 5
5	Diversity in Leadership	Ch 6
6	Chaos & Disequilibrium	Ch 7
7	Managing Quality in Health Care	Read two articles from bib in syllabus appendix
8	Financing Health Care	Read two articles from bib in syllabus appendix
9	Regulating Organizations	Read two articles from bib in syllabus appendix
10	Shaping Nursing’s Future	Ch 8
11	Career Development	Ch 9
12	Leadership Challenge	Ch 10
13	Student Presentations	Online

Assignments

Online class discussion

All students are expected to contribute at least twice a week to the weekly discussions
The week begins on Monday and ends the following Saturday night (12 MN). I recommend checking in early in the week with your initial comments, then check back mid to late week to respond to other classmates. Part of your participation is responding to classmates, otherwise it isn’t a discussion.
Instead of Power Point slides for content, this term you will read the assigned textbook chapters as well as one article from the additional reading list. After completing that reading, go to your small group seminar room to discuss the content. As we did last term, one person will lead the discussion and another will record the summary. Grading your participation uses the following criteria:

i. For a grade of A: contributed more than twice a week and appropriately; integrated content from one article into the overall discussion; encouraged others to participate; “managed” the discussion appropriately; rarely made factual errors; identified themes; built on comments of others; made integrative statements drawing on literature and practicum experience.

ii. For a grade of B: contributed at least twice per week; usually integrated content from one article into the overall discussion, offered solutions but without complete explanations using fact or theory; frequently included other student’s comments.

iii. For a grade of C: contributed no more than once a week; occasionally integrated content from one article into the overall discussion; made statements unconnected to main subject or repeated comments already offered.

iv. For a grade of D: did not participate every week; contributed minimally to discussion; did not discuss additional article read for class.

Clinical Presentation

The purpose of this assignment is to work closely with a selected nurse leader/manager to complete a project that involves problem solving in a managerial/administrative context.
During your second week of clinical, discuss and identify with your nurse leader/manager, a potential project(s) you might develop with her/him during the course. Some examples include but aren’t limited to:

i. You may decide to use your Evidence Based Practice Project from Nur 419 to provide an in-service with the staff you are working with, assuming you are in the same setting as you were when you developed your EBP project.

ii. You may be in a school of nursing and there has been an expressed faculty need for policy revision or development. You can work with the faculty in doing this work.

iii. You may be in a new setting and there has been no needs assessment of the client base relevant to community needs. You offer to do this assessment.

iv. Your nurse leader/manager has a continuous quality improvement project to be initiated. You offer to do this.

During the third week of the clinical you confirm with your preceptor the one project you want to do and begin the development.
By the fifth week of the clinical, submit online in the Clinical Project Outline dropbox (Homepage, Evaluation Tools, Assignment) your description of the project you want to do. I will review but not grade the outline and give feedback. The more clear you are, the better I can guide you in the appropriateness and any suggestions I can give you to develop the project. The criteria below are the areas for evaluation of the final project.

i. Briefly describe the project (2 points)

ii. What information do you plan to gather and analyze related to the problem? (Literature review, information from agency, other agencies) (5 points)

iii. Identify possible solutions. Prioritize these solutions and describe the process you used to prioritize them. (8 points)

iv. Describe your plan to solve this problem. (8 points)

v. How will you evaluate the effectiveness of your plan? What outcomes do you expect? When and how often will you evaluate the outcomes? (5 points)

vi. Evaluation Form, including: (2 points)

1. To whom project will be presented

2. Two learning objectives for the audience

3. Evaluation of audience learning

4. Evaluation of effectiveness of your presentation

e. Use the above outline to guide the preparation of the presentation. The number of points allotted to each area conveys the amount of emphasis expected.

f. On the last class of the course you will present your project, using MS Power Point technology. If you are not familiar with this software or do not have it currently on your computer, see the online Learning Resources for assistance. You will not get credit for your presentation if you do not use this technology. Each presentation will have 10 minutes to present and 5 minutes for questions and discussions. Those students who did not present last term and those traveling from outside of the Portland metropolitan limits will have first priority in presenting.

g. Provide classmates and teacher the handouts from the Power Point in class.

3. Self-assessment assignments

a. There are several self-assessment assignments to be completed online. Completing the surveys is required to pass this assignment.

b. You will complete the surveys in your text, then discuss the results in your small group seminar discussion room.

c. Leadership Skills Survey, p. 33 text

d. Followership Style Survey, p. 61 text

e. Creativity Assessment, p. 100 text

f. Readiness to Change Assessment, p. 133 text

4. Praxis Seminar Participation

a. Praxis seminar will occur in small groups online. Each week there will be structure to guide the discussion but no specific leader will be assigned.

b. You will be expected to check in and participate twice per week. The time expected for this participation has been accounted for in your clinical hours, i.e., 28 hours.

c. The same grading criteria for the class participation will be used to grade for the praxis discussion.

POWER POINT PRESENTATION GRADING GUIDELINES

Element

Exemplary (A)

Proficient (B)

Partially Proficient (C)

Not Proficient (C- or less)

Introduction

3 points

The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience’s interests or goals.

2 points

The introduction is clear and coherent and relates to the topic.

1 point

The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience.

0 points

The introduction does not orient the audience to what will follow.

The sequencing is unclear and does not appear interesting or relevant to the audience.

Content

9 points

Problem/purpose

is clear and concise with a logical progression to solution/plan and supporting information.

The project motivates the audience’s questions and comments.

Information is accurate, current and comes mainly from primary sources.

7 points

Problem/purpose

shows logical progression progression to solution/plan and supporting information.

The project includes persuasive information from primary sources.

5 points

Problem/purpose is vague and does not does not show progression to solution/plan.

The project includes persuasive information with few facts.

Some of the information may not seem fit.

Primary source use is not always clear.

0 points

Problem/purpose lacks a clear point of view and logical sequence of information.

Includes little persuasive information and only one or two facts about the topic.

Information is incomplete, out-of-date and/or incorrect.

Project Layout

3 points

The layout is aesthetically pleasing and contributes to the overall message. Slides contain sufficient information with appropriate white space, color, and design.

2 points

The layout uses horizontal and vertical white space appropriately.

1 point

The layout shows some structure, but appears cluttered and busy or distracting.

0 point

The layout is cluttered, confusing and uses distracting spacing, color, or design that interferes with readability.

Element

Exemplary (A)

Proficient (B)

Partially Proficient (C)

Not Proficient (C- or less)

Citations

6 points

Sources of information are properly cited using APA so that the audience can determine the credibility and authority of the information presented.

4 points

Most sources of information use proper citation using APA and sources are documented to make it possible to check the accuracy of the information.

2 points

Does not consistently follow APA guidelines in citing references.

0 points

Does not cite references or sources used in the project.

Writing mechanics

6 points

The text is written with no errors in grammar, capitalization, punctuation, and spelling.

4 points

The text is clearly written with little or no editing required for grammar, punctuation, and spelling.

2 points

Spelling, punctuation, and grammar errors distract or impair readability.

0 points

Errors in spelling, capitalization, punctuation, usage and grammar repeatedly distract the reader.

CLASS PARTICIPATION GRADING GUIDELINES

Element

Exemplary (A)

Proficient (B)

Partially Proficient (C)

Not Proficient (C- or less)

Weekly Participation

7 points

Contributed on average more than twice a week with at least 4 hrs between comments.

5 points

Contributed on average twice a week with at least 4 hrs between comments.

3 point

Contributed on average no more than once a week with at least 4 hrs between comments.

0 points

Did not participate every week.

Content

12 points

Discussed at least one article related to the weekly topic, including analysis & synthesis of the content.

9 points

Discussed one article related to the weekly topic, including summary of content.

6 point

Mentioned one article a week without specifics or not related to the topic.

0 points

Did not discuss article read on a weekly basis. Discussion without specifics or substance.

Teamwork

6 points

Regularly demonstrated group leadership and brainstorming.

Regularly helped others, shared ideas, and invited others participation.

4 points

Provided leadership when the designated discussion leader. Regularly shared ideas and invited others to participate.

2 points

Provided minimal direction in starting discussion when designated leader. Provided information without recognition of others’ contributions.

0 points

Started discussion late or missed designated assignment as discussion leader. Contributed comments too late for others to benefit or respond to comments.

Leadership and Followership

Al-Mailam FF. (2004). Transactional versus transformational style of leadership -- employee perception of leadership efficacy in public and private hospitals in Kuwait. Quality Management in Health Care 13 (4): 278-84.

Beard EL Jr. (2004). Consumer trust in healthcare organizations is waning: how will 21st century leaders bridge the gap? Nursing Administration Quarterly 28 (2): 99-104.

Beason, C.F. (2005). The nurse as investor using the strategies of Sorbanes-Oxley corporate legislation to radically transform the work environment of nurses. Nursing Administration Quarterly, 29 (2): 171-178.

Bigelow B and Arndt M. (2005). Transformational change in health care: changing the question. Hospital Topics, 83 (2): 19-26.

Cohen S. (2004). Managers' fast track. Delegating vs. dumping: teach the difference. Nursing Management 35 (10): 14, 18, 52.

Dempsey C and Larson KW. (2004). Can't we all just get along? Know your role in fostering hospital-provider collaboration. Nursing Management 35 (11): 32-5.

Donadio G. (2005). Improving healthcare delivery with the transformational whole person care model. Holistic Nursing Practice 19 (2): 74-7.

Murray JP. (2005). President's message. Working collaboratively to provide leadership for global nursing education. Nursing Education Perspectives 26 (3): 138.

Oetjen D and Rotarius T. (2005). Incorporating ethics into your comprehensive organizational plan. Health Care Manager 24 (1): 61-7.

Preston, P. (2005). Teams as the key to organizational communication. Journal of Healthcare Management, 50 (1): 16-8.

Viens, C.; Lavoie-Tremblay, M.; Mayrand LeClerc, M.; Hatnelin-Brabant, L. (2005). New approaches of organizing care and work. Giving way to participation, mobilization, and innovation. The Health Care Manager, 24 (2): 150-158.

Williams JK and Cooksey MM. (2004). Navigating the difficulties of delegation. Nursing 34 (9)

Young PK (2004). Trying something new: reform as embracing the possible, the familiar, and the at-hand. Nursing Education Perspectives 25 (3): 124-30.

Vision & Creativity

Bruhn JG. (2004). Leaders who create change and those who manage it: how leaders limit success. Health Care Manager 23 (2): 132-40.

Esperat MC; Green A; Acton C (2004). One vision of academic nursing centers. Nursing Economics 22 (6): 307-12, 319.

Kerfoot K. (2005). On leadership. Allow yourself to be surprised!. Nursing Economics, 23 (4): 204-6.

Piper LE (2005). Passion in today's health care leaders. Health Care Manager, 24 (1): 44-7.

Rees C. (2004). Celebrate creativity. Nursing Standard, 19 (14-16): 20-1.

Diversity in Leadership

Berdahl, J. L. and Anderson, C. (2005). Men, Women, and Leadership Centralization in Groups Over Time. Group Dynamics: Theory, Research, and Practice, 9(1), 45-57.

Chur-Hansen A. (2002). Preferences for female and male nurses: the role of age, gender and previous experience -- year 2000 compared with 1984. Journal of Advanced Nursing 37 (2): 192-8.