NURS 420 Principles of Leadership and Management 202111FAII OL-B - Syllabus - Concourse

11/1/21, 10:45 AM NURS 420 Principles of Leadership and Management 202111FAII OL-B > Syllabus | Concourse
Orange County ·
West Coast University
NURS 420 Principles of Leadership and Management

202111FAII OL-B
202111FAII 2021
Section OL-B
11/01/2021 to 01/23/2022
Modified 10/19/2021

Meeting Times
Online Classes
A "class week" for online courses starts on a Monday and ends on the following Sunday at 11:59 p.m. (Pacific time).
Class Length: 10 weeks
Your instructor may schedule optional synchronous/live sessions using Zoom in Canvas. Please check your course announcements for
specific dates and times. All meetings will be recorded and will be accessible in the course.
You are not required to complete any pre-work before Week 1, however, preparation for class is recommended.

Contact Information
Instructor: Laura L Sollenberger MSN, RN

Email: lSollenberger@westcoastuniversity.edu
Office: Online
Phone: 941-518-6364

Course Description
The course teaches the concept of leadership, what makes a leader, what are the principles of good leadership and how that blends with the
role of a manager. Understanding the role of nurse manager in a complex health care system and how regulatory, union, and leadership issues
interact with those role responsibilities.
Total Course Credits: Total Course Hours: Lecture Hours Online:
3 45 45
Lab Hours: Supervised Clinical/Practicum Hours: Externship/Internship Hours:
0 0 0

Course Learning Outcomes
1. Integrate concepts related to leadership into the professional nursing role.
2. Analyze the philosophy, goals, and organizational structure of a healthcare system in relationship to the delivery of quality healthcare.
3. Compare selected theories of leadership, management, and organizations in relation to healthcare agencies.
4. Identify how collaborative leadership styles might be utilized in various community agencies to enhance the role of the nurse leader.
5. Examine change theory, change management, conflict resolution, and strategies to promote innovation.
6. Explain principles of continuous quality improvement (CQI) and the process of quality planning, improvement, and control.
7. Discuss the management process and its impact on the delivery of optimal healthcare.
8. Analyze how accountability, advocacy, and collaboration augment the management of care.
9. Describe the meaning of teamwork in respect to the health care team Identify the essential components of a business plan.
10. Analyze various organization structure/management theories as they relate to nursing practice.
11. Apply concepts of social and cultural factors that affect nursing and health care across multiple contexts; including cultural and ethnic
diversity.
https://westcoastuniversity.campusconcourse.com/view_syllabus?course_id=37509 1/18

Program Learning Outcomes

College of Nursing Mission Statement
The mission of the College of Nursing is to provide evidence-based and innovative nursing education to culturally diverse learners, preparing
nurses to provide quality and compassionate care responsive to the needs of the community and the global society.
College of Nursing Philosophy
The philosophy of the College of Nursing is that education is a continuous process occurring in phases throughout an individual’s lifetime.
Nurses are lifelong learners and critical thinkers.
Program Learning Outcomes
The following Program Learning Outcomes were selected to provide the essential body of knowledge and experience necessary to educate
students to move directly into their new role. For the undergraduate, this role is as professional registered nurses according to the Essentials of
Baccalaureate Education for Professional Nursing Practice (AACN, 2008). (https://learn.westcoastuniversity.edu/bbcswebdav/xid-13634517_1)
1. Support professional nursing practice decisions with concepts and theories from the biological, physical, and social sciences.
2. Plan preventative and population-focused interventions with attention to effectiveness, efficiency, cost, and equity.
3. Support therapeutic nursing interventions for patients and families in a variety of healthcare and community settings using evidence-
based practice.
4. Apply nursing process and critical thinking when providing holistic, patient-centered nursing care to diverse populations.
5. Design healthcare education for individuals, families, and communities.
6. Comply with the professional standards of moral, ethical, and legal conduct in practice.
7. Develop an effective communication style to interact with patients, families, and the interdisciplinary health team.
8. Model leadership when providing safe, quality nursing care, when coordinating the healthcare team, and when tasked with oversight and
accountability for care delivery.
9. Use patient care technology and information systems when providing nursing care in a variety of settings.

Course Materials
Your textbook is available for purchase through the West Coast University bookstore. (https://bncvirtual.com/westcoastuniversity)
Please be aware that used textbooks may not include access codes, study guides, and/or DVDs containing additional course materials that
may be required for the course. In some cases supplemental materials may be directly purchased from the publisher. However, students will be
held accountable for obtaining these materials in order to meet all course requirements.
Leading and Managing in Nursing

Author: Yoder-Wise, Patricia
Publisher: Elsevier
Edition: 7th
Availability: Campus Bookstore
Publication Manual of the American Psychological Association

Author: American Psychological Association
Publisher: American Psychological Association
Edition: 7th
Optional
ATI
Author: Assessment Technologies (2019)
Publisher: Assessment Technologies Institute (2019)
Availability: http://atitesting.com/
ATI is required throughout the program. Please see the course syllabus for specific ATI requirements in each course.

Evaluation
West Coast University Grading Scale Grade Points WCU Grading Scale
(Reflective of final course grade; see
associated policy in Catalog)
A 4 93–100
A- 3.7 90–92
B+ 3.3 87–89
B 3.0 83–86
B- 2.7 80–82
C+ 2.3 76–79
C 2.0 73–75
C- 1.7 70–72
D+ 1.3 66–69
D 1.0 63–65
D- 0.7 60–62
F 0.0 59 or below
AU 0.0 Audit
CR 0.0 Credit
P 0.0 Pass
NP 0.0 Not Passed
I 0.0 Incomplete
TC 0.0 Transfer Credit
W 0.0 Withdrawal
(Before Drop Deadline)
WF 0.0 Withdrawal
(After Drop Deadline)
Note: AU, CR, P, NP, I, TC, W, and WF are used on the Academic Record but have no point values and are not computed in the Cumulative Grade Point Average
(CGPA) (http://westcoastuniversity.smartcatalogiq.com/en/Fall-2017/West-Coast-University-Catalog/Academic-Policies-and-Procedures/Calculating-the-
Cumulative-Grade-Point-Average)
A minimum passing grade is required for each course and varies by program. Earned grades below the minimum passing grade reflect that the course has
not been successfully completed. Each academic program has unique prerequisite requirements. Please see the specific program section for additional
information.
Students should review the program specific grading scale in the University Catalog. (http://westcoastuniversity.edu/admissions/catalog.html)
Evaluation Criteria
The evaluation criteria consists of Formative and Summative assessments of student learning.
Formative: Assessment that occurs throughout the course to provide feedback and support for improved performance as part of an
ongoing learning process.
Examples: Evidence-based research, presentations, case studies, specific class projects, weekly quizzes, homework assignments, clinical or
lab assignments, practice exams
Summative: Assessment that occurs at the conclusion of the course to determine whether student learning outcomes have been
achieved.
Examples: Final exam, term paper, or term project
Signature Assignments, where applicable, are course assignments designed to comprehensively measure student achievement of course
and program learning outcomes.
Additional Information:
All assignments are to be submitted via the online classroom except where otherwise noted. Email submissions will not be accepted. Grades and
comments on graded items will be posted in the Gradebook, unless otherwise specified. All assignments submitted for each course must be created
for that particular course. Any assignment (a paper or presentation) submitted for credit in one course may not be duplicated and submitted for
credit in any other course unless approved by the faculty or noted in the syllabus.
Please review all rubrics in the course for assignment grading criteria, found under the Grades tab.
It is important that you save all of your completed assignments for your records.
Please ensure that you have saved copies of all your work on a drive such as Dropbox or a personal hard drive as you may be asked to recall these
assignments as you near the end of your program.
Criteria
*The Week 10 assignment for online classes is due by Monday, 11:59 p.m. (Pacific time) of Week 10.
Please see specific grading criteria and course outline below. Contact your instructor with any questions.
Weight / Week
Assignment Points Due Details
Formative
Discussion Board and Journal 320 1-8 40 points each.

Assignments
Discussion Board: Weeks 1, 3, 5, 7
Journals: Weeks 2, 4, 6, 8
Please see the rubrics for grading information.
ATI Video Case Studies Version 2.0 120 1, 2, 4, 30 point each:

5
Week 1: Cultural Diversity
Week 2: Client Rights
Week 4: Priority Setting
Week 5: Delegation
Weight / Week
Assignment Points Due Details
ATI Sigma Theta Tau Modules 80 2, 5 40 points each
Introduction to Administrative, Management, and Organizational Theories

Ethical Principles for Nurse Managers
Final Project Topic and Literature 10 3 Topic to be approved by instructor. Topics will be provided based on Yoder-Wise
Review related to topic textbook.
Quizzes 80 2, 4, 6, 20 points each (50 questions each from Yoder-Wise textbook readings).
8
ATI Practice Assessment Leadership 10 3

2019 A
ATI Focused Review of Practice 30 4 30 points maximum

Assessment A
Final Project Outline 10 6 Method of presentation, outline, and references to be reviewed and approved by
instructor.
ATI Practice Assessment: Leadership 10 6

2019 B
ATI Focused Review of Practice 30 7 30 points maximum

Assessment B
Summative
ATI Proctored Assessment: Leadership 120 8 ATI Points awarded vary based on Level student achieves on Proctored Exam
Leadership Final Project 150 9 Student will have options to choose from: Slide presentation, pamphlet, or infographic.
*ATI Focused Review of Proctored 30 10 Review hours and handwritten templates determined by score on proctored
Assessment assessment. Upload assessment transcript.
Total 1,000 Total

Points

Course and Program Specific Policies

Minimum Passing Grade

The Minimum Passing Grade in the core Nursing program is a C+.
"P" or "NP" are the grades issued for all nursing clinicals, Global Studies/Symposium, and capstone courses (e.g., NURS 497 and NURS
493).
ATI Policy
Tutorials (where applicable)
Tutorials promote acquisition and application of information related to nursing concepts and skills. Students will be required to spend a
minimum amount of time on most assigned tutorials. Times required will vary from tutorial to tutorial. Points awarded for tutorial
assignments will be based on time spent (when applicable) and completion of activities (such as pre-tests and post-tests). You will submit
evidence of tutorial hours and activities done to the course faculty as instructed to earn points toward the course grade.
Practice Assessments and Focused Reviews (where applicable)
Practice assessments help students to assess learning and prepare for proctored exams. Students should take the practice assessment
the first time without prior knowledge of the questions and without looking answers up, as if it were a proctored exam. This will result in a
focused review plan that accurately reflects learning needs and helps the students to prepare for proctored exams.
Proctored Exams and Focused Reviews (where applicable)
Proctored exams help students to assess content mastery and prepare for NCLEX-RN. The goal on these is to score at least a Level 2 on
each proctored exam. This indicates the ability to meet NCLEX-RN standards in this content area. Focused review is always required after
proctored exams.
Please see the grading criteria section of the syllabus and directions in your course regarding specific ATI directions and grading
parameters.
Completion of ATI assignments are mandatory. ATI modules are assigned throughout the BSN program.
Nursing Program or Accreditation Requirements

Nursing students may repeat no more than one failed or unsuccessfully completed course. Any nursing student who fails or
unsuccessfully completes any two courses or the same course twice, with the exception of NURS 493, will be dismissed from the
program.
NURS 493: See details in course criteria.

NURS 340/342L: A student who has completed NURS 340/342L and fails any or all courses in the subsequent terms will not be
dismissed. The student will be provided an opportunity to repeat the required coursework and any additional failures will result in
dismissal from the university.
A student who previously withdrew from a course may not subsequently withdraw from the same course. In addition, a student who fails a
course may not subsequently withdraw from the same course. In either case, if a student chooses to withdraw from a course that is being
repeated before successfully completing the course, the student will receive a grade of “F” in the course.
Please see the University Catalog (http://westcoastuniversity.edu/admissions/catalog.html) for more information under Course Withdraw
and Dismissal Policies.
Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)for more

information.
All ATI assignments, if required, must be accessed within the term dates that the student is scheduled for the course and completed and
submitted by the stated deadlines. Each student must complete and turn in ALL course assignments, as instructed, in order to pass the
course.
Each student is required to complete and turn in the End of Course Evaluation prior to sitting for the final exam. The student will not be
allowed to sit for the final without having completed the evaluation for this course.
Late and Make Up Work

Assignments and Activities (written papers, journals, blogs, projects or similar, both in class or online):
Assignments submitted after the due date will be penalized at 10% per day. Late assignments will not be accepted more than 3 days
after the due date, unless preapproval from the instructor has been obtained in writing. Note due dates and times posted in the
course. Be sure to contact the instructor if you believe you must submit an assignment after the due date. Contact with the instructor
regarding late assignments after the allowable 3 days does not guarantee approval to submit the assignment outside this time frame.
Approvals outside the 3 days are generally provided for extenuating circumstances only.
Quizzes and Tests*
It is the student’s responsibility to contact the faculty member within 48 hours of the original examination date of a quiz or test and follow
the program policies for missed work. Students will not be allowed access to a quiz or test after the due date. Students may be able to
complete a make-up quiz, test, or alternative assignment based on instructor discretion. Students who do not contact the faculty within 48
hours of the original examination date will earn a zero.
Examinations (Midterm and Final Examinations, Proctored Examinations, Proctored Assessments, or similar)*
Students are required to be present for all examinations. If the student must miss an examination due to a compelling reason**, the
student must complete and submit the Examination Date Change Request form with the required supporting documentation for the event
to the faculty member for that course. The documentation must be submitted at least three (3) weeks in advance of the examination. The
faculty member will review and sign the request before submitting the documentation to the Dean, Director, or designee for approval or
denial of the request. The documentation must be submitted at the time of the request, and the decision based on the original request is
final.
Extenuating Circumstances
An extenuating circumstance is defined as an absence that is due to an unforeseeable circumstance and not a compelling reason or
scheduled event. The student must notify the faculty member of the course within 48 hours before or after the date and time of the
examination. The Dean, Director, or designee will make a determination regarding student eligibility to take an alternate form of make-up
examination. If the student is able to demonstrate extenuating circumstances (such as the inclusion of healthcare provider
documentation, a copy of an obituary notice or death certificate, or a copy of police report for automobile accidents), the Dean, Director, or
designee may permit an alternate form of a make-up examination. The student may earn up to 100% on this make-up examination based
on the review of the supporting documentation of the extenuating circumstances.
The make-up examination must be taken within five (5) business days of the initial examination administration or before the date of
the next class.
The make-up examination may not be the same examination but may be an alternative format such as an essay examination.
The student must take the make-up examination in a proctored environment.
If the student is not able to provide acceptable documentation for either a compelling reason or an extenuating circumstance, the
maximum score that the student may earn on the examination is 76%.
Students who do not take the examination on the scheduled make-up date or who do not contact the instructor within 48 hours of
missing the examination will receive a zero score for the examination.
One form is required for each request. Any future make-up requests require a new form.
Receiving the maximum amount of points on a make-up examination will be considered only for students who provide
documentation of a compelling reason** for missing the examination or if an extenuating circumstance occurs and is supported by
documentation. This does not apply for students who miss their regularly scheduled examinations due to student choice or error
(e.g., oversleeping). The final determination for approval of a make-up examination is at the discretion the Academic Dean, Director, or
designee.
*Course curriculum varies from course to course. Not all courses have quizzes, tests, or examinations. It is your responsibility to review
each syllabus for assignment criteria.
** A compelling reason is defined as planned events or discretionary participation in activities such as weddings or required travel.
Discussion Board Requirements

Discussion Board Requirements
The Online Discussion Board is designed to stimulate class dialogue that would normally take place in a face-to-face didactic setting.
Participation in the Discussion Board serves as a learning strategy to help demonstrate student knowledge of course content. Each
Discussion Board post will be assessed using a rubric (located under the “My Grades” menu). In addition to reviewing the grading criteria
in the rubric, please note the following Discussion Board post expectations, which must all be met to earn full weekly discussion credit:
Discussion posts must be completed during the week they are assigned. Discussion posts made in advance of the assigned week
will not count toward the weekly discussion grade. If you wish to work ahead, please compose your responses in a Word
document, then post when the week arrives.
Each week, you are required to submit a reply to each initial prompt and replies to your peers or instructors in the Discussion
Board. An automatic 10% point deduction will be assessed for all late initial postings.
Note: There may be more than one initial prompt per week, depending on the course and material covered. It is your
responsibility to reply accordingly.
The required posts per initial prompt are described as follows:

No later than Wednesday, 11:59 p.m. (Pacific time) each week, you must post one (1) response to each initial prompt posted
by the instructor AND
Throughout the week, and no later than the conclusion of each week, you must reply to a minimum of two (2) peers and/or
instructors, per initial prompt, although replying to more is highly encouraged. Replies must be made throughout the week to
show active participation.
Any post made in the Discussion Board must be well-developed.

A well-developed post is meaningful, clearly demonstrates relevance to the topic, reflects critical thinking and your knowledge
of the material, demonstrates synthesis of the subject matter, extends the discussion by building on previous posts, and
includes proper source citations, when applicable. Posts limited to “I agree,” “Great posting,” or “Thank you” will not be
assessed as well-developed and will therefore not be considered a contribution to the number of required weekly posts.

NOTE: Discussion Boards
Please note:
1. Discussion Posts made after the week ends will not be accepted for a grade.
2. All replies to your peers must be made on two separate days of each week.
Critical Assignments (where applicable)

*Critical Assignments (where applicable)
If a student achieves 76% or more on each Critical Assignment, then the grades earned on the remaining course assignments will be
included in the final course grade. If a critical assignment has multiple submissions, i.e. concept maps or weekly clinical reports, must
achieve a 76% average grade to pass.
If a student achieves less than 76% on the critical assignments, then the grades earned on the remaining course assignments will not
be included in the final course grade. A student’s final grade will be the percentage earned out of the critical assignment points.
It is your responsibility to complete all assignments in the course. It is possible to earn a failing grade even though you have met the
minimum requirements for critical assignments. Some courses do not have critical assignments.
It is your responsibility to review the grading criteria for each course. Critical assignments are designated with an asterisk (*) in the course
syllabus. Please see your instructor if you have questions about grading or assignment criteria.
Each student must complete and turn in ALL course assignments, including the initial discussion post(s) for each week as instructed, in
order to pass the course. Even assignments that will be late after 3 days and receive a zero score must be submitted.
Clinical Policies (for Clinical Courses Only)

Clinical courses have specific requirements. In addition to the requirements listed here, please review your Student Handbook and the
grading criteria in each syllabus for detailed clinical requirements.
Preparation and Evaluation
Clinical performance will be evaluated at the end of the term using the clinical evaluation tool. The clinical evaluation is kept as a
permanent record in the student file.
Evaluation of simulation performance will be based on the Simulation Learner Outcomes form and the Clinical Evaluation Tool.
Preparation for clinical and simulation is required for all class days. Because each clinical setting has different requirements and
options for acute care, outpatient, and community experiences, the clinical faculty will direct the students as to the appropriate
preparation. Course expectations include attendance and experiential learning.
Attendance in class lectures and clinical experiences including hospital and community rotations, simulation, and skills laboratory
is mandatory. Failure to attend, arriving late, or leaving early will impact the ability of the student to achieve course objectives. Please
see your Student Handbook for full clinical attendance policies.
In the clinical and simulation settings, students are expected to wear clean and pressed school uniforms, clean white shoes, watches
with a second hand, school ID badges, and whatever other identification the facilities require.
In community experience settings, students are expected to wear the community oxford shirt with blue blazer and blue pants. Do not
wear sandals, or backless or high-heeled shoes. Do not wear jewelry, dangling earrings, or necklaces. Do not wear heavy perfumes or
cologne. Do not wear scarves, ties, thick necklaces, or lanyards.
Worksheets, Checklists, and Templates
Worksheets and templates for clinicals can be downloaded from the Canvas course.
Skills checklists should be carried by the student in skills lab. The information on the checklist is verification that skills have been met.
It is your responsibility to keep the checklist safe in order to verify you have met all clinical requirements.
Medication Math
Medication math exams are ATI Dosage Calculation Proctored Assessments in NURS 121L, 210L, 211L, 223L, 316L, 317L, and 481L
(not created by individual faculty members) and are administered through ATI in a proctored setting. Please see the individual course
syllabus for grading criteria.
Students may not administer medication in the clinical setting until they have passed the course medication math exam.
Students will be given a total of 3 attempts to pass each course medication math competency exam. A letter of concern will be
generated with each unsuccessful attempt. Students must attend math workshop(s) and/or tutor with an instructor and use the math
resources assigned prior to second or third attempts. Documented remediation must be presented prior to these exams. Second and
third attempts will be scheduled outside of class time. Subsequent attempts will not be given any sooner than 3 calendar days after
the previous attempt.
Failure to pass the third medication math exam constitutes a failure in the clinical course for that term. In this case, the student must
also withdraw from the corresponding theory course as the clinical and theory are corequisites and must be taken and passed
together. The student may not progress in the program until the clinical course is successfully passed.
See the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for additional clinical course

guidelines.
Sigma Theta Tau Nurse Manager Certificate

Sigma Theta Tau Nurse Manager Certificate modules are to be completed following the ATI/STT instructions found in your courses. You
must spend a minimum of 70 hours and score 80% or above to pass and receive credit. You must submit proof of completion and the
grade to the course instructor in order to receive credit for the Nurse Manager Certificate as part of the NURS 497 portfolio.
The Nurse Manager Certificate is a requirement for the program.

Course Outline
The Course Outline below serves as a course roadmap, displaying the topics and activities intended to be covered each week. This schedule is
subject to change in the event of extenuating circumstances. Please see the weekly agenda and announcements page in the Canvas course
for further information.
Objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes.
Course Activities and Assignments outline the teaching strategies used and the assessment requirements that students are to fulfill
throughout the duration of the course.
*Refer to the assignment rubrics in your course for specific grading criteria, if applicable. Rubrics can be found in the My Grades section
and/or in your assignment dropbox.
Week Topic Objectives Activities & Assignments
Week Theories in 1. Describe the evolution of the theoretical basis for leadership and Read
1 Leadership management.
2. Evaluate leadership and management theories for appropriateness Yoder-Wise Ch. 1 – 4
in health care today. ATI ebook Leadership Chapters 1-5
3. Apply concepts of complexity science to healthcare delivery and the
Assignments
evolution of nursing.
4. Compare and contrast the actions associated with leading, Respond to Discussion Prompt
managing, and following. ATI Video Case Studies 2.0
5. Differentiate the key organizations leading patient safety Cultural Diversity
movements in the United States.
6. Value the need for leaders, managers, and followers to focus on
clinical safety.
7. Apply the concepts of today’s expectations for how clinical safety is
implemented.
8. Differentiate the key organizations leading patient safety
movements in the United States.
clinical safety.
10. Apply the concepts of today’s expectations for how clinical safety is
implemented.
11. Describe common characteristics of any culture.
12. Evaluate the use of concepts and principles of acculturation,
culture, cultural diversity, and cultural sensitivity in leading and
managing situations.
13. Analyze differences between cross-cultural, transcultural,
multicultural, and intracultural concepts; cultural humility; and
cultural marginality.
14. Evaluate individual and societal factors involved with cultural
diversity.
15. Value the contributions a diverse workforce can make to the care of
people.
Week Know 1. Value the need to gain insight into oneself to develop leadership Read
2 Yourself skills.
2. Determine how insight into personal talents and abilities can help Yoder-Wise Ch. 5, 6, 7, 8, 22
nurses be effective in their role of nurse and leader. ATI ebook Leadership Chapters 1-5
3. Envision the goals of the Quadruple Aim about the active follower.
Assignment
4. Understand the difference between Leader, Effective Follower, and
Ineffective Follower. Respond to Journal Prompt
5. Define the characteristics and role of the Effective Follower within a ATI Video Case Studies 2.0
healthcare team. Client Rights
6. Compare different theories about followership between nursing and Week 2 Quiz (Covers Ch. 1-8, 22)
the business world. ATI Sigma Theta Tau Module
7. Describe behaviors and techniques that affect communication Introduction to Administration, Management,
among members of the healthcare team. and Organizational Theories
8. Use a model of the conflict process to determine the nature and
sources of perceived and actual conflict.
9. Assess preferred approaches to conflict to be more effective in
communicating and resolving future conflict.
10. Determine which of the five approaches to conflict is the most
appropriate in potential and actual situations.
11. Identify conflict management techniques that will prevent lateral
violence and bullying from occurring.
12. Describe the evolution of person-centered care as a focal point in
healthcare delivery.
13. Describe factors that affect the importance of person-centered
interactions within the healthcare system.
14. Evaluate the impact of effective person-centered care in fostering
patient engagement.
15. Appraise the major responsibilities of nursing in relation to the
promotion of person-centered care.
Week Know the 1.  Identify and compare characteristics that are used to differentiate Read:
3 Organization healthcare organizations.
2.  Classify healthcare organizations by major types. Yoder-Wise Ch. 10 – 14
3.  Analyze economic, social, and demographic forces that drive the ATI ebook Leadership Chapters 1-5
development of healthcare organizations.
Assignments:
4.  Describe opportunities for nurse leaders and managers during the
evolution of healthcare organizations. Respond to Discussion Prompt
5.  Analyze the relationships among mission, vision, and philosophy Submit Topic and Literature Review for final project
statements and organizational structure. Take ATI Leadership Practice Assessment 2019 A
6.  Analyze factors that influence the design of an organizational
structure.
7.  Compare and contrast the major types of organizational structures.
8.  Describe the differences between redesigning, restructuring, and
reengineering of organizational systems.
9.  Differentiate the characteristics of nursing care delivery models
used in health care.
10.  Analyze the role of the nurse manager and the direct care nurse in
each model.
11.  Summarize the differentiated nursing practice model and related
methods to determine competencies of nurses.
12.  Consider the impact of the use of rapid cycle change on care
delivery in a specific nursing unit.
13.  Evaluate the effectiveness of transitional care models aimed at
reducing unnecessary rehospitalizations.
14.  Analyze the leadership opportunities for all nurses in care delivery
models.
15.  Integrate current research into principles to effectively manage
nurse staffing.
16.  Use technology to plan, implement, and evaluate staffing,
scheduling, and the effectiveness of a unit’s productivity.
17.  Examine personnel scheduling needs in relation to patients’
requirements for continuity of care and positive outcomes, as well
as the nurse manager’s need to create a schedule that is fair and
equitable for all team members.
18.  Relate floating, mandatory overtime, and the use of supplemental
agency staff to nurse satisfaction and patient care outcomes.
19.  Evaluate the impact of patient and hospital factors, nurse
characteristics, nurse staffing, and other organizational factors that
influence nurse and patient outcomes.
20.  Explain the role of nurse empowerment and engagement in
creating healthy work environments.
21.  Evaluate how key characteristics of selected collective action
strategies apply in the workplace through shared governance,
workplace advocacy, and collective bargaining.
22.  Evaluate how participation of direct care nurses in decision making
relates to job satisfaction and improved patient outcomes.
Week Use Your 1. Value the concept of power as it relates to leadership and Read:
4 Skills management in nursing.
2.  Use different types of power in the exercise of nursing leadership. Yoder-Wise Ch. 9, 15-17
3.  Develop a power image for effective nursing leadership. ATI ebook Leadership Chapters 1-5
4.  Implement appropriate strategies for exercising power to influence
Assignments:
the politics of the work setting, professional organizations,
legislators, and the development of health policy. Respond to Journal Prompt
5.  Apply a decision-making model to identify the best options to solve ATI Video Case Study 2.0
a problem. Priority Setting
6.  Evaluate the effect of faulty information gathering on a decision- Week 4 Quiz (Covers Ch. 9-17)
making experience. ATI Focused Review from Practice Assessment A
7.  Analyze the decision-making style of a nurse leader or manager.
8.  Articulate the role of technologies in patient safety.
9.  Describe the core components of informatics: data, information,
and knowledge.
10.  Analyze three types of technology for capturing data at the point of
care.
11.  Discuss decision support systems and their impact on patient care.
12.  Explore the issues of patient safety, ethics, and information security
and privacy within information technology.
13.  Examine the role of the employer or nurse leader, nurse delegator,
and delegatee in the delegation process.
14.  Distinguish between authority, accountability, and responsibility in
the delegation process.
15.  Evaluate how tasks and relationships influence the process of
delegation.
16.  Describe the challenges of delegating to unlicensed nursing
personnel (UNP).
17.  Identify strategies to overcome under delegation, over delegation,
and improper delegation.
18.  Comprehend the legal authority of the registered nurse in
delegation.
Week Management 1. Analyze the nature and types of change in the healthcare system. Read:
5 of Health 2.  Evaluate theories and conceptual frameworks for understanding
Care and navigating change. Yoder-Wise Ch. 18-21, 30
Environment 3.  Examine the use of select functions, principles, and strategies for ATI ebook Leadership Chapters 1-5
initiating and managing change.
Assignments:
4.  Formulate desirable qualities of both direct care nurses and nurse
leaders who are effective change agents. Respond to Discussion Prompt
5.  Explore methods for sustaining change. ATI Sigma Theta Tau Module
6.  Evaluate the differences between a group and a team. Ethical Principles for Nurse Managers
7.  Value four key concepts of teams. ATI Video Case Studies 2.0
8.  Describe the process of debriefing team functioning. Delegation
9.  Apply the guidelines for acknowledgment to a situation in your
clinical setting.
10.  Compare a setting that uses agreements with your current clinical
setting.
11.  Develop an example of a team that functions synergistically,
including the results such a team would produce.
12.  Discuss the importance of a team to patient safety and quality.
13.  Explain several major factors that are escalating the costs of health
care.
14.  Evaluate different reimbursement methods and their incentives to
control costs.
15.  Differentiate costs, charges, and revenue in relation to a specified
unit of service, such as a visit, hospital stay, or procedure.
16.  Value why all healthcare organizations must make a profit.
17.  Give examples of cost considerations for nurses.
18.  Discuss the purpose of and relationships among the operating,
cash, and capital budgets.
19.  Explain the budgeting process.
20.  Identify variances on monthly expense reports.
21.  Compare and contrast the various methods of employee
performance appraisal.
22.  Describe the principle that supports behavioral interviewing
technique.
23.  Provide examples of appropriate and inappropriate performance
feedback.
24.  Articulate the importance of a job description in the orientation of a
new employee.
25.  Explain the purpose of a strategic planning process.
26.  Understand the strategic planning process.
27.  Describe the four components of a SWOT analysis.
28.  Create a S.M.A.R.T. goal.
Week Health Care 1. Apply quality management principles to clinical situations. Read:
6 Quality 2.  Use the six steps of the quality improvement process.
3.  Practice using select quality improvement strategies to do the Yoder-Wise Ch. 23, 25, 26
following: ATI ebook Leadership Chapters 1-5
Identify customer expectations.
Assignments:
Diagram clinical procedures.
Develop standards and outcomes. Respond to Journal Prompt
Evaluate outcomes. Week 6 Quiz (Covers Ch. 18-21, 23, 26, 30, & 35)
4.  Incorporate roles of leaders, managers, and followers to create a Submit Final Project Outline
quality management culture of continuous readiness. Take ATI Leadership Practice Assessment 2019 B
5.  Apply risk management strategies to an agency’s quality
management program.
6.  Differentiate common personal/personnel problems.
7.  Relate role concepts to clarification of personnel problems.
8.  Examine strategies useful for approaching specific personnel
problems.
9.  Prepare specific guidelines for documenting performance
problems.
10. Describe the leadership aspects of the role of the novice nurse.
11.  Describe the phases of role transition by using a life experience.
12.  Compare and contrast the role transition between a nurse changing
specialties to a nurse moving into a nurse leader role.
13.  Delineate strategies that will assist nurses through a successful
role transition.
14.  Construct the full scope of a manager role by outlining
responsibilities, opportunities, lines of communication,
expectations, and support.
Week Professional 1.  Interpret key concepts in career development. Read:

7 Standard for 2.  Appraise academic programs, continuing education activities,
Nursing certifications, and organizational involvement to support Yoder-Wise Ch. 27 – 29
Leadership professional development goals. ATI ebook Leadership Chapters 1-5
3.  Develop marketing documents to apply for a specific employment
Assignments:
position.
4.  Prepare for an employment interview. Respond to Discussion Prompt
5.  Analyze the role of leadership in creating a satisfying working Submit ATI Focused Review from Practice
environment for nurses. Assessment B
6.  Evaluate transactional and transformational leadership techniques
for effectiveness and potential for positive outcomes.
7.  Value the leadership challenges in dealing with generational
differences.
8.  Compare and contrast leadership and management roles and
responsibilities.
9.  Describe leadership development strategies and how they can
promote leadership skills acquisition.
10. Analyze leadership opportunities and responsibilities in a variety of
venues.
11. Explore strategies for making the leadership opportunity positive for
both the leader and the followers.
patient safety.
13. Describe the role of the nurse manager in creating a healthy work
environment.
14. Apply the concepts of leadership styles and mentoring and their
relevance to promoting a healthy work environment with positive
patient outcomes.
15.  Identify tools to navigate complex systems, using technology and
maximizing the use of resources.
Week Personal 1. Describe the nurse’s obligation to use research evidence in Read:
8 Insight for practice.
Leaders 2.  Analyze differences among research, evidence-based practice, Yoder-Wise Ch. 24
practice-based evidence, comparative effectiveness research, ATI ebook Leadership Chapters 1-5
outcomes research, and quality improvement.
Assignments:
3.  Formulate a clinical question that can be searched in the literature.
4.  Identify resources for critically appraising evidence. Respond to Journal Prompt
5.  Describe the potential of “big data” in a connected healthcare Week 8 Quiz (Ch. 24, 27-29)
system. ATI Leadership Proctored Exam*
6.  Assess organizational barriers and facilitators for the translation of
research into practice. *You will be notified by your Campus Proctor with date and
7.  Identify strategies for translating research into practice within the time of exam. The Campus Proctor is the only person to
context of an organization have this information or discuss changes in date or time
with.
Week Putting the 1. Value the need to think about the future while meeting current Read:
9 Pieces expectations.
Together 2.  Ponder two or three projections for the future and what they mean Yoder-Wise Ch. 31
to the practice of nursing.
Assignments:
3.  Determine three projections for the future that have implications for
individual practice. Final Project Due
Week Wrapping Up Review all weekly and course objectives. Assignments:

10
ATI Focused Review from Leadership Proctored Exam
All assignments which were not submitted for which a zero

was earned must be submitted by last day of class. No
points will be given but must be submitted to achieve
grade in course.

Institutional Policies

University Mission
At West Coast University, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational
education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between
faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the
competencies and confidence required in a complex and changing world.
Institutional Learning Outcomes
Institutional learning outcomes are designed by the University as a whole, taking into account the role that both instruction and student
services play in contributing to a student's success. Institutional learning outcomes assume achievement of the stated programmatic learning
outcomes of one's discipline. Upon graduating from a degree program offered by West Coast University, students will be able to:
1. Implement intellectual and practical problem-solving skills through information assessment and critical thinking.
2. Demonstrate effective written communication skills.
3. Demonstrate effective oral communication skills.
4. Demonstrate computer proficiency and information literacy.
5. Describe ethical standards and legal guidelines associated with one's chosen career field.
6. Explain why knowledge of and respect for the societal contributions of diverse cultures and perspectives is an important quality in one's
discipline.
7. Articulate the importance of working collaboratively with other healthcare providers in support of the client/patient.
Academic Integrity and Dishonesty
Students should review the Academic Dishonesty Policy in the University Student Handbook. (http://westcoastuniversity.edu/student-
affairs/student-services.html) Students are expected to approach their academic endeavors with the highest academic integrity. They must
cite sources and submit original work. Academic honesty is central to the institution/student partnership toward student success. Students are
accountable for adhering to the Academic Integrity and Academic Dishonesty policies in the University Student Handbook.
(http://westcoastuniversity.edu/student-affairs/student-services.html)
Attendance Policy
West Coast University has a clear requirement for students to attend courses. Students should review the Attendance Policy in the University
Catalog. (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog)
Reasonable Accommodations
West Coast University strives to provide reasonable accommodations to students who have a defined need and who follow the appropriate
steps toward seeking the accommodation. The Reasonable Accommodations Policy is found in the University Catalog
(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) and the Student Handbook.
(http://westcoastuniversity.edu/student-affairs/student-services.html)
Classroom Policies
Students are expected to dress professionally during class time as required by the Code of Conduct in the Catalog and any rules in your
programmatic handbook. No children are allowed in classes or to be unattended on campus. Use of cell phones, smart phones, or any other
electronic devices in the classroom during class time is strictly prohibited. Unauthorized use may lead to faculty member confiscation of the
device for the remainder of the class. Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior
and may be subject to disciplinary action. A student responsible for disruptive behavior may be required to leave the class.
Grade Rounding
At West Coast University, scores are not rounded to the whole number until the end of the term. All student assignments, quizzes, and
examinations will be rounded to the first decimal point. At the end of the terms, final course grades will be rounded to the nearest whole point.
For programs that use the exam average to determine whether other course assignments are included in the final scoring (e.g., Nursing), the
end-of-term exam average may be rounded (using the above rules) to make that determination.
WCU Quiz, Test, and Exam Policies
Quiz, test, and exam policies vary by course objectives and programmatic expectations. Some quizzes, tests, and exams utilize a timed
approach, password verification, authentication process, proctoring protocols, and academic integrity software. Students must follow the
policies as outlined in the syllabus and in accordance with the university, program, and any third-party company (i.e., ATI®) policies. Refer to
the Code of Conduct and Academic Honor Code found in the University Student Handbook. Reference the Late and Make-Up Work policy for
specifics regarding missed quizzes, tests, and exams.
Late and Make-Up Work Policy
All students are expected to submit evidence of learning as established by the academic program, which is outlined in the course syllabus.
Students are required to meet the course objectives by submitting coursework no later than the assigned due date. In order to demonstrate
achievement of the course learning outcomes, students may be allowed to submit late work. Specifics regarding late work are listed in the
program and/or course section of the course syllabus. If a student submits late coursework, the instructor, at her or his discretion, may deny
acceptance of the assignment or award partial to full credit in alignment with the program policies. Technological issues are not an excuse for
late submissions unless the problem stems from university equipment, Canvas outages, or third-party content providers.
Missed Quizzes, Tests, and Exams
All quizzes, tests, and exams must be completed by the date they are assigned. If a quiz, test, or exam is missed due to a documented
emergency situation (e.g., death in the immediate family), it is the student's responsibility to contact the faculty member within 48 hours of the
original due date and follow the program policies for missed work. Students who do not make up the quiz, test, or assessment as scheduled or
who do not contact the instructor within 48 hours will receive a zero score for that assessment.
Final Week of Term/Semester/Trimester
Quizzes, tests, and exams must be completed and assignments must be submitted no later than the last scheduled day of class during the
final week of the term/semester/trimester. In the final week, some courses will have an alternative class meeting day, time, and room, or
submission deadline. Specifics regarding the final week are listed in the course syllabus. Refer to the University Attendance Policy for
maximum absences and other details.
Technology
West Coast University utilizes the Canvas Learning Management System. Technical support for Canvas is offered 24 hours per day, 7 days per
week. There are minimum system requirements to access not only Canvas but also any resources that may be posted in Canvas or utilized in a
course. Please refer to the University Student Handbook. (http://westcoastuniversity.edu/student-affairs/student-services.html) for minimum
technical requirements. For tech support options, please click on the Help link located on the left menu navigation. Canvas can be accessed
here: https://canvas.westcoastuniversity.edu (https://canvas.westcoastuniversity.edu)
Library Information
You can access the library through the Help link located on the left menu navigation in Canvas by clicking on the WCU Resources, or here:
https://westcoastuniversity.edu/academics/library-resources.html (https://westcoastuniversity.edu/academics/library-resources.html)
Course Related Policies
West Coast University has specific course related policies for overload, auditing, repeats, courses passed but not successfully completed,
add/drop and withdrawal. Please see the University Catalog (https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-
Catalog) for course related policies.
Diversity Equity and Inclusion
West Coast University is committed to actively pursuing an environment of inclusiveness for all students, faculty, and staff from diverse
backgrounds. We value diversity defined by, but not limited to, ethnicity, culture, gender, socioeconomic class, religion, nationality, sexual
orientation, age, physical ability, learning styles, and political perspectives.
The University believes that its mission and core values are strengthened by an environment that encourages diverse perspectives and the free
exchange of ideas in an unbiased and non-prejudicial way. Our graduates acquire knowledge and learn skills that help them thrive in a culturally
diverse world.
Course Delivery Modalities
West Coast University offers courses in several delivery modalities: face-to-face web enhanced, blended, and online (asynchronous,
synchronous).
Face-to-face web enhanced course is delivered entirely on campus or at a learning site (e.g., clinical, practicum, externship, internship) and
uses the institution’s Learning Management System.
Blended course is delivered with a portion that is face-to-face on campus or at a learning site (e.g., clinical, practicum, externship,
internship) and a portion that is online (asynchronous or synchronous or both) through the institution’s Learning Management System.
Online course
Online course, synchronous course* is delivered by faculty to students using online lessons and resources in real time with live online
instruction and uses the institution's Learning Management system.
Online course, asynchronous* is delivered by faculty to students using online lessons and resources, but without live online
instruction and uses the institution's Learning Management System.
*Online courses are 100% asynchronous, 100% synchronous, or a combination of both. See course syllabus for details.
Student Responsibilities and Expectations for 100% Online Asynchronous Courses
1. Class Week: A "class week" for 100% online asynchronous learning courses starts on a Monday and ends on the following Sunday at
11:59 PM PST.
2. Location: Online asynchronous courses are located in the Canvas learning management system. All course content and learning
resources are available 24 hours a day, seven days a week. Each activity has a time frame which is listed in the course. To access the
course, login to Canvas (https://canvas.westcoastuniversity.edu) using your West Coast University username and password. For help with
Canvas, contact the Canvas 24/7 Technical Support team at 877-251-6441. Please see the WCU Student Handbook
(https://westcoastuniversity.edu/student-affairs/student-services.html) for the required equipment including hardware and software.
3. Course Structure: Online asynchronous courses are conducted in a fully asynchronous format (without live instruction). Students are not
required to be on campus for any portion of a 100% online asynchronous course. Online asynchronous courses are engaging and enriched
and include but are not limited to video content, simulations, adaptive quizzing, and self-guided and faculty created learning resources.
Courses are intuitive to navigate and timely access to faculty, peers, Student Affairs, and Technical Support is available through a hotline,
live chat, email, and links to academic resources and academic support associates.
4. Complete Assignments: All assignments in a 100% online asynchronous course must be submitted electronically through the Canvas
learning management system unless otherwise instructed by the faculty. Please see the Evaluation section of the syllabus for more
details.
5. Grading and Attendance: 100% online asynchronous courses require Academically Related Activities (ARAs). When the course includes
participation in a discussion board, please see the rubric for grading criteria and the Course and Program Specific Policies section of the
syllabus for more details. Points received for graded activities are posted in the Canvas Gradebook. Points are typically posted 3-4 days
after submission of assignments or assessments. No late submission of assignments or assessments are accepted after the academic
term ends. Final course grades are typically available 3-4 days after the end of the term. Please see the University Catalog
(https://westcoastuniversity.smartcatalogiq.com/current/West-Coast-University-Catalog) for the University attendance policy for 100%
online asynchronous courses.
6. Netiquette: Interactions through written discussions and blogs, peer critique, sharing of memes, videos, and academic debate are
appropriate exercises for students to reach a higher understanding of theories, content, and variables impacting professional decision
making. While these experiences may similar to interactions students engage in on social media, it is important to maintain academic
composure and etiquette. Students are expected to maintain the highest level of netiquette in all interactions with faculty and peers online.
Online safety is important. Before commenting or posting, consider:
Would I say this to the person if we were face-to-face? If the answer is no, rewrite your reply considering your peer’s feelings, social
norms, and cultural/personal identity.
Using standard capitalization can be considered by some that all CAPS IS THE SAME AS YELLING.
Respect the privacy of others.
Delay writing during instances if you are angry, emotional, or frustrated.
Write in a professional, academic manner that does not overuse abbreviations, TXT language, and emoji’s.
Cite fully the work of others. Academic integrity is valued and expected.
Report instance of cyberbullying and inappropriate netiquette privately via email to the instructor.
Follow the “Golden Rule,” do unto others….
7. Build Rapport: If a student is having trouble keeping up with assignments or other aspects of the 100% online asynchronous course,
contact the faculty as soon as possible. Building rapport and effective relationships is key to becoming an effective professional. Make
sure to be proactive in informing the faculty when difficulties arise during the course, so that the faculty can assist in finding a solution and
providing academic support.
8. Student Services and Resources: Student services and resources are available to all students. Please see the WCU Student Handbook
(https://westcoastuniversity.edu/student-affairs/student-services.html) for details. Students taking 100% online asynchronous courses
are provided comprehensive support through numerous self-guided experiences. These online experiences provide an orientation to online
learning, guide students through an overview of the Canvas learning management system and course tour, and access to helpful mobile
applications. In addition to access to technology support, online resources provide students access to library services, electronic
textbooks, research and writing help, study tools, and student success tips to master life skills necessary for student success.

NURS 420 Principles of Leadership and Management 202111FAII OL-B - Syllabus - Concourse

Uploaded by

Copyright:

Available Formats

NURS 420 Principles of Leadership and Management 202111FAII OL-B - Syllabus - Concourse

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

NURS 420 Principles of Leadership and Management 202111FAII OL-B - Syllabus - Concourse

Uploaded by

Copyright:

Available Formats

11/1/21, 10:45 AM NURS 420 Principles of Leadership and Management 202111FAII OL-B > Syllabus | Concourse

NURS 420 Principles of Leadership and Management

Class Length: 10 weeks

Instructor: Laura L Sollenberger MSN, RN

Total Course Credits: Total Course Hours: Lecture Hours Online:

Lab Hours: Supervised Clinical/Practicum Hours: Externship/Internship Hours:

College of Nursing Mission Statement

College of Nursing Philosophy

Program Learning Outcomes

Leading and Managing in Nursing

Publication Manual of the American Psychological Association

NP 0.0 Not Passed

TC 0.0 Transfer Credit

(Before Drop Deadline)

(After Drop Deadline)

Examples: Final exam, term paper, or term project

Discussion Board and Journal 320 1-8 40 points each.

Please see the rubrics for grading information.

ATI Video Case Studies Version 2.0 120 1, 2, 4, 30 point each:

ATI Sigma Theta Tau Modules 80 2, 5 40 points each

Introduction to Administrative, Management, and Organizational Theories

ATI Practice Assessment Leadership 10 3

ATI Focused Review of Practice 30 4 30 points maximum

ATI Practice Assessment: Leadership 10 6

ATI Focused Review of Practice 30 7 30 points maximum

Total 1,000 Total

Minimum Passing Grade

Practice Assessments and Focused Reviews (where applicable)

Proctored Exams and Focused Reviews (where applicable)

Nursing Program or Accreditation Requirements

NURS 493: See details in course criteria.

Students should review the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html)for more

Late and Make Up Work

Quizzes and Tests*

Discussion Board Requirements

The required posts per initial prompt are described as follows:

Any post made in the Discussion Board must be well-developed.

Critical Assignments (where applicable)

Clinical Policies (for Clinical Courses Only)

Preparation and Evaluation

Worksheets, Checklists, and Templates

See the RN Student Handbook (https://westcoastuniversity.edu/student-affairs/student-services.html) for additional clinical course

Sigma Theta Tau Nurse Manager Certificate

The Nurse Manager Certificate is a requirement for the program.

Week Topic Objectives Activities & Assignments

Week Topic Objectives Activities & Assignments

Week Topic Objectives Activities & Assignments

Week Topic Objectives Activities & Assignments

Week Topic Objectives Activities & Assignments

Week Topic Objectives Activities & Assignments

Week Professional 1. Interpret key concepts in career development. Read:

Week Topic Objectives Activities & Assignments

Week Wrapping Up Review all weekly and course objectives. Assignments:

All assignments which were not submitted for which a zero

Institutional Learning Outcomes

Academic Integrity and Dishonesty

WCU Quiz, Test, and Exam Policies

Late and Make-Up Work Policy

Missed Quizzes, Tests, and Exams

Week Professional 1.  Interpret key concepts in career development. Read: