FLORIDA ATLANTIC UNIVERSITY
CHRISTINE E. LYNN COLLEGE OF NURSING
COURSE SYLLABUS
SEMESTER: 2016 Fall

NUR4860

Professional Development in Nursing III: Leader/Coordinator of Caring Environments

Hybrid

1

Tuesday, 1:00 � 1:50 p.m.; additional time will be scheduled for the 'C' component of the course.

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NUR 4824L

None

Dr. Nancey E.M. France, PhD, RN

Associate Professor

nfrance@fau.edu

Tuesday:  2:00 � 4:00 p.m.

Online office: Monday - Friday, 9:00 a.m. - 4:00 p.m.

Examines the role of the nurse as leader and manager in creating a caring, healing environment in a unique sociopolitical, cultural, economic and technological atmosphere. Analyzes professional, organizational, historical and social factors influencing healthcare delivery within an evolving healthcare system. Emphasizes building cultures of quality and safety in complex healthcare delivery systems based on organizational strengths, using multiple strategies within environmental turbulence and change and managing fiscal resources for cost effectiveness. Provides interprofessional collaborative practice opportunities.

Examination of nursing situations; guided group activities; assigned readings for discussion; guest and peer presentations; group/team problem-solving activities/projects; evaluation of outcomes and developing recommendations; self-reflection and evaluation; writing assignments; continuing portfolio development. Blackboard will be used for discussions, team building, and group work.

GRADING SCALE: The grading method for this course is Satisfactory (S) and Unsatisfactory (U) grades: 

 A grade below C is not passing in the Undergraduate Program. 

93-100 = A                  

90-92 = A-                   

87-89 = B+                  

80-82 = B-                   

77-79 = C+

73-76 = C

67-69 = D+

63-66 = D

60-62 = D-

0�59 = F

Satisfactory (S) and Unsatisfactory (U) grades: A grade of satisfactory signifies that the work is of C quality or better and meets expectations. An unsatisfactory grade indicates that the work is below C quality and no credit will be given for the work undertaken. A grade below C is not passing in the Undergraduate program.

American Nurses Association. (2001). Code of ethics for nurses with interpretative statements. Washington, D.C.: American Nurses Association.

Chinn, P. (2013). Peace and power: New directions for building community (8^th ed.). MA: Jones & Bartlett Learning.

Grossman, S.C., & Valiga, T.M. (2013). The new leadership challenge: Creating the future of nursing (4th Ed.). Philadelphia, PA: F.A. Davis Company. ISBN: 9780803626065.

All required texts from NUR 4833C:

Current edition of the Publication Manual of the American Psychological Association (APA) Manual

Institute of Medicine. (2011). The future of nursing: Leading change, advancing health.

 Washington, DC: The National Academies Press.  ISBN 9780309158237

Smith, M. & Parker, M. (Eds.). (2015). Nursing theories and nursing practice (4th ed.). Philadelphia: F.A. Davis, Co.

Required texts from NUR 4824C:

American Nurses Association. (2010). Nursing�s social policy statement: The essence of the profession. Washington, D.C.: American Nurses Association.

American Nurses Association. (2010). Nursing: Scope and standards of practice (2nd ed.). Washington D.C.: American Nurses Association.

Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science. New York: Springer Publishing Company.

TOPICAL OUTLINE:

I.                Course overview and history with a focus on creating nursing teams & healthcare systems for quality, safety, & excellence

II.              Creating caring, safe, & healthy work environments: 

A.              US healthcare policy & implications for nurse leaders

B.              Types of leaders

1.               Leadership versus management

2.               Leadership & supervision

3.               Shared governance

4.               Visionary leadership

III.            Leadership & management in health care

A.              Theories

B.              Structures

C.              Power and influence

D.              Management styles

IV.            Framework for nursing leadership and management

A.              Professionalism of nursing, leadership and management roles and characteristics, similarities and differences in nursing practice

B.              Theories of management, organizational theory and theories of human behavior specifically related to leadership and management

C.              Organizational structure and levels of management in health care settings

D.              Total quality management and best practices in nursing care

E.              Holistic approach in nursing management

V.              Communication; conflict resolution; problem-solving

A.              Interpersonal, inter-group

B.              Conflict resolution/management

C.              Giving and receiving feedback

D.              Written, non-verbal

E.              Team Building

VI.            Functions of nurse leaders/coordinators

A.              Organizing patient care

1.               Traditional modes of organizing patient care

2.               Disease management

3.               Factors influencing staffing and assignments: Acuity, skill mix, expertise

4.               Differentiated nursing practice

5.               Selecting the optimum mode of organizing patient care

B.              Staffing needs & scheduling policies

1.               Staffing & scheduling options

2.               Workload measurement tools

3.               The relationship between nursing care hours, staffing mix, and quality of care

4.               Fiscal and Ethical Accountability for Staffing

5.               Developing Staffing and Scheduling Policies

C.              Delegation

1.               Delegating effectively

2.               Common delegation errors

3.               Delegation as a function of professional nursing

D.              Recruiting Staff

E.              Performance Appraisal

1.               Accuracy and fairness in the performance appraisal

2.               Performance appraisal tools

3.               Performance management

4.               Coaching: A mechanism for informal performance appraisal

F.               Managing budgets & resources

VII.         Evaluation, analysis and presentation of your units

VIII. Shaping a preferred future for nursing & developing SELF as a leader for this future throughout one�s career

Continuation of Praxis Portfolio

Threaded Discussion Grading Rubric

Reflection Journal Blog Rubric Detail

 GROUP Project: Poster & presentation of analysis of institutional and in-patient unit

American Association of Colleges of Nursing. (2008). The essentials of Baccalaureate education for professional nursing. Washington, DC: Author.  http://www.aacn.nche.edu/Education/essentials.htm

Curley, M. & Hickey, P. (2006).  The Nightingale metrics.  American Journal of Nursing, 106 (10), 1-5.

Hickey, P., Brostoff, M., Wilkie, A., Rauscher, N., Roberson, D., & Blum, R. (2008). Implementation of a standardized communication process for clinicians and patient care staff at Children�s Hospital Boston.  First Do No Harm, Patient Care Assessment Division, Board of Registration in Medicine, March 2008, 1-2. Retrieved fromhttp://www.massmedboard.org/

Hickey, P., Gauvreau, K., Connor, J., Sporing, E., & Jenkins, K. (2010). The relationship of nurse staffing, skill mix, and Magnet recognition to institutional volume and mortality for congenital heart surgery. Journal of Nursing Administration, 40 (5), 226-232.

Huston, C. (2008). Preparing nurse leaders for 2020. Journal of Nursing Management 16, 905�911.

Jennings, B. M., Scalzi, C. C., Rodgers, J. D., & Keane, A. (2007).  Differentiating nursing leadership and management competencies. Nursing Outlook 55, 169-175.

Johns, C. (2004). Becoming a transformational leader through reflection. Reflections on Nursing Leadership, 30(2), 24-26.

Quality and Safety Education for Nursing (QSEN). See Annotated Bibliography on Six QSEN competencies at http://www.qsen.org

Smith, M.C., Turkel, M.C. & Wolf, Z.R. (2013). Caring in Nursing Classics: An Essential Resource. New York: Springer Publishing Company.

Boykin, A. & Schoenhofer, S. (2001). Nursing as caring: A model for transforming  practice. Mississauga, Ontario: Jones & Bartlett.

Buber, M. (1970). I and thou. New York: Scribner

Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science. New York: Springer Publishing Company 

Johns, C. (2013). Becoming a reflective practitioner(4th ed.). Wiley, John & Sons,  Incorporated. ISBN 9780470674260

Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories,         

           reearch,and practice. New York: McGraw-Hill, Medical Publishing Division.

Locsin, R.C. (2005). Technological competency as caring in nursing: A model for    

            practice.Indianapolis, Indiana, USA: Sigma Theta Tau International Honor   

           Society of Nursing.

Mayeroff, M. (1971). On caring. New York: HarperCollins.

Paterson, J. & Zderad, L.T. (1988). Humanistic nursing. New York: National League

             for Nursing.

Roach, M.S. (1984). Caring: The human mode of being: Implications for nursing.          

            Toronto: Faculty of Nursing, University of Toronto.

Roach, M.S. (1987). The human act of caring: A blueprint for the health professions.    

             Ottawa: Canadian Hospital Association.

Smith, M.C., Turkel, M.C., & Wolf, Z.R. (2012). Caring in nursing classics: An

             essential resource. New York: Springer Publishing Company.

Watson, J. (2009). Assessing and measuring caring in nursing and health sciences. New York: Springer Publishing Company.

Watson, J. (2008). The philosophy and science of caring. Revised edition. Boulder:University Press of Colorado.

Essential Literature on Caring

Boykin, A. & Schoenhofer, S. (2001). Nursing as caring: A model for transforming
       practice. Mississauga, Ontario: Jones & Bartlett.

Buber, M. (1970). I and thou. New York: Scribner

Davidson, A., Ray, M. & Turkel, M. (Eds.). (2011). Nursing, caring, and complexity science.
       New York: Springer Publishing Company

Johns, C. (2013). Becoming a reflective practitioner (4th ed). Hoboken, N.J.: Wiley-
       Blackwell. ISBN: 978-0470674260

Leininger, M. & McFarlane, M.R. (2002). Transcultural nursing: Concepts, theories,
       research, and practice. New York: McGraw-Hill, Medical Publishing Division.

Locsin, R.C. (2005). Technological competency as caring in nursing: A model for
       practice. Indianapolis, Indiana, USA: Sigma Theta Tau International Honor
       Society of Nursing.

Mayeroff, M. (1971). On caring. New York: HarperCollins.

Paterson, J. & Zderad, L.T. (1988). Humanistic nursing. New York: National League
       for Nursing.

Roach, M.S. (1984). Caring: The human mode of being: Implications for nursing.
       Toronto: Faculty of Nursing, University of Toronto.

Roach, M.S. (1987). The human act of caring: A blueprint for the health professions.
       Ottawa: Canadian Hospital Association.

Smith, M.C., Turkel, M.C., & Wolf, Z.R. (2012). Caring in nursing classics: An
       essential resource. New York: Springer Publishing Company.

Watson, J. (2009). Assessing and measuring caring in nursing and health sciences.
       New York: Springer Publishing Company.

Watson, J. (2008). The philosophy and science of caring. Revised edition. Boulder:
       University Press of Colorado.

COURSE POLICIES & GUIDELINES

1.     Students are reminded that the College of Nursing Professional Statement and University Policies related to academic integrity applies to all tests, written assignment, verbal communications and other course activities. All policies in the college and university catalogues apply to this course.

2.     Students are expected to follow the College of Nursing Philosophy (http://nursing.fau.edu/index.php?main=1&nav=635) and the College of Nursing Professional Statement (http://nursing.fau.edu/index.php?main=3&nav=830) [also found at the end of this document].

3.     All course requirements and objectives must be met in order to obtain a passing grade.

4.     The course requires active participation via Blackboard. The student is expected to become familiar with Blackboard and have the necessary and appropriate computer technology before the course begins.

5.     Attendance: The student is expected to participate in each unit within the time schedule for each unit. Participation in the course is evaluated via active classroom and group participation, threaded discussions and assignments, individual contribution to group collaboration and time spent in the course. Each group depends upon its members to co-create the teaching/learning environment. Once a discussion board thread is closed, discussions cannot be made up. Arriving late to class and/or leaving early from class will be recorded as an absence.

a.      Comportment: As this course is about professional development, students are expected to role model professionalism and comportment. Please pay attention to how you dress for this class. Business casual dress is highly recommended.

6.     All required papers may be subject to submission for textual similarity review for detection of plagiarism. All submitted papers may be included as source documents in the reference database solely for the purpose of detecting plagiarism of such papers.

7.     Assignments: All assignments are to be submitted via the assignment function on Blackboard and are due by 11:59 p.m. on the date specified on the course schedule or assignment rubric. For every day late, the final assignment grade is reduced by 5 points. After 5 days, the work will not be accepted and a grade of �0� will be recorded. Reminder: each assignment must earn at least a 73% C in order to receive an S and pass the course. All assignments must be created originally for this course. Papers developed in other courses will not be accepted. Students who present a �recycled� assignment as an original work will receive a grade of zero on the assignment and be charged with violation of Academic Integrity, Policy 4.001.

8.     Online Office: Students are to post their questions re: the course in general or specific assignments in the online office instead of sending individual e-mails to the faculty. If there is a private issue that the student needs to share with the faculty, then e-mail or call.

9.     Email will be answered within 24 hours with the exception of the following:

a.      Between Friday 4:00 p.m. and Monday 9:00 a.m.

b.      During holidays and/or when the university is not in session.

10. Web and e-mail etiquette: Communication via the internet and e-mail is more difficult than face-to-face or verbal communication. Please follow these guidelines:

a.      Always provide a greeting and an appropriate sign-off with your signature (or typed name). For example, a greeting might be �Good morning, John (fellow classmate)� or �Hello, Dr. France�. An appropriate sign-off might be �Take care, Sharon� or �Thank you, Bill�.

b.      Do not put message in all capital letters or use bolded letters (this is the e-mail equivalent of yelling and screaming).

c.      Do not provide a knee-jerk response. In other words, read and re-read your e-mail whether you�ve initiated the e-mail or you�re responding to an e-mail before pushing that send button.

                                                    i.     In fact, it�s a good idea to compose your initial e-mail or response to an e-mail in a WORD document first � then you can check for grammar, spelling, tone, etc. And you won�t lose it.

d.      If you send an e-mail late in the evening or before the crack of dawn, please do not expect the recipient to immediately respond to you. Under �options� you will see �delayed delivery�. This is a very handy function in that while you compose your e-mail at midnight you can set it to be delivered at 8:00 a.m.

e.      All students must have an FAU e-mail address and regular access to a computer. All communication to students is through their FAU email address. You are responsible for checking your FAU email at least three times/week throughout the semester. If you forward emails from your FAU address to another account, you may miss important information. The faculty will not respond to email from a non- FAU email address.

f.       Students are encouraged to read/review the College of Nursing�s Social Media Policy in the BSN Handbook http://nursing.fau.edu/index.php?main=3&nav=966.

11. Use of Electronic and Personal Communication Devices in the classroom. In order to enhance and maintain a productive atmosphere for education personal communication devices such as pagers, beepers and cellular telephones are to be disabled in class sessions. Students who are in violation of this will be asked to leave the class and points will be deducted from final grade.

12. In addition to being a portal for assignments, Blackboard will be utilized as a form of communication. Course announcements will be posted on Blackboard rather than through email. It is the student�s responsibility to regularly check the board for class updates/clarifications. If the faculty needs to contact an individual student concerning a course issue, an email may be sent via the FAU email system; otherwise, communication will occur through Blackboard.