NR703 Week 1 Building Leadership Capacity Discussion Example
According to Squazzo (2019), an effective leader is defined as someone with effective communication, strong relationship-building skills, adaptability, innovation, and accountability. My two strongest leadership competencies include adaptability and effective communication. An example of effective communication as a nurse practitioner working in the hospital or critical care setting is the ability to coordinate care across a multidisciplinary team of healthcare professionals. Each of these professionals has their own role and responsibilities, and in order to work effectively with different team members, one may need to adjust a communication style in order to better collaborate with a team member (Marshall and Broome, 2021).
My two biggest areas to develop as a leader include lack of focus and taking on too many tasks when leading a team. An example of taking on too many tasks can include managing too large of a caseload while also taking on administrative tasks or completing paperwork. This in turn can lead to a lack of focus, burn-out, and reduced job satisfaction. Sometimes I find myself saying “yes” to too many tasks and spreading myself too thin to do an effective job at the tasks.
Leadership and management are often used interchangeably, but they are distinct concepts. According to Lush (2021), management is about planning, organizing, coordinating, and controlling resources to achieve specific objectives, while leadership is about influencing people to follow a vision, inspiring them to give their best, and creating an environment that enables them to achieve their full potential. While both management and leadership are important for the success of an organization, they require different skills and behaviors. Management is more focused on the operational aspects of an organization, while leadership is more about inspiring and motivating people toward a common goal (Lush, 2021). As a leader, this focus is more on inspiring and motivating people toward a common goal, while a manager focuses on planning, organizing, and controlling resources to achieve specific objectives (Lush, 2021). Both skills are necessary for the success of an organization, and a good leader should also have strong management skills and vice versa
Integrating emotional intelligence (EI) into leadership identity involves developing self-awareness, empathy, and self-regulation (Goleman, 1998; Maqbool et al., 2017). Leaders who have a high degree of emotional intelligence are better able to understand their own emotions and those of others, communicate effectively, manage conflict, and build strong relationships (Goleman, 1998; Maqbool et al., 2017). Maqbool et al. (2017) found that emotional intelligence, along with project managers’ competencies and transformational leadership, significantly impacted project success. Emotional intelligence was found to be positively associated with project success, suggesting that leaders who possess high levels of EI are more likely to lead successful projects (Goleman, 1998; Maqbool et al., 2017).
References
Goleman, D. (1998). Working with emotional intelligence. Bantam Books.
Marshall, E. S., & Broome, M. E. (2021). Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company.
Lush, M. (2021). The leadership versus management debate: What’s the difference? The Institute of Management New Zealand. https://www.imnz.co.nz/the-leadership-versus-management-debate
Maqbool, R., Ye, S., Manzoor, N., & Rashid, Y. (2017). The impact of emotional intelligence, project managers’ competencies, and transformational leadership on project success: An empirical perspective. Project Management Journal, 48(3), 58-75. https://doi.org/10.1177/875697281704800304
Squazzo, J. D. (2020). Defining moment for leadership: How CEOs are leading successfully. Healthcare Executive, 35(6), 20-22.
Week 1 Building Leadership Capacity Discussion
Purpose
The purpose of this discussion is to examine your leadership skills, determine your leadership gaps, explore developmental opportunities, and differentiate between a leader’s strengths and a manager’s skills.
Instructions
Reflect on your personal and professional experience using the lessons in Week 1, your NR703 Self-Reflection: Performance Behaviors of Transformational Leaders, and the Strengths-to-Strategy Plan results. Address the following:
Describe and give examples of your two strongest leadership competencies and two most significant leadership gaps, weakness, or developmental opportunities. (1 paragraph)
Describe and explain how your leadership strengths differ from management skills or behaviors. (1 paragraph)
Describe how you will integrate emotional intelligence into your leadership identity and how this may impact the characteristics of your followers. (1 paragraph)
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR703 Week 2: Building Translation Science through Leadership Presence
Sample Week 2 Transformative Leader Presence Discussion Dr. Dickson and Colleagues,
Understanding that the leadership characteristics discovered in Week 1 are different competencies than management skills, I will describe how I might accomplish the following:
Engage the project team through leadership competencies.
Use mindfulness as a component of emotional intelligence to lead the project team.
Influence an environment that will sustain the practice change.
Engage the project team through leadership competencies.
Leadership is essential in moving the needle to a more engaged team. In doing so, through leadership competencies I can increase the engagement levels of the project team. Team engagement, is by far one of the most important aspect in leading a project team as team member engagement strongly predicts performance. With this said, I will elicit feedback by always talking to my project team to find out how they are doing. In addition take their proposals and solicit new ways of doing things in order to make progress on changes as this will make the members of the project team feel valued. Asking for feedback and not willing to address them will lead to the unintended consequence is disengagement (Ruiter, 2019). Communication is the cornerstone of engagement. It will be especially important to communicate during times of stress and uncertainty to empower my project team. This will be achieved by Emotional Intelligence (EI). EI allows leaders to communicate well and make decisions that are best for all the organizations members (Barinua et al., 2022). Competence as a leader implies managing people, problems, and complex situations while managing your own stress. I will demonstrate empathy to engage my project team. The number one driver of engagement is trust in leadership and the best way to build trust is to show concern about the wellbeing of my team members. Also, in keeping a positive attitude the project team members will mirror my behavior.
Use mindfulness as a component of emotional intelligence to lead the project team.
Mindfulness is an extension of emotional intelligence that will promote my successful leadership of the project team. Mindfulness meditation has proved to be effective in increasing the well-being of those who practice it, leading to better mental health, self-care and job satisfaction (Jiménez-Picón et al., 2021). Maintaining an open-hearted awareness of my thoughts, emotions, bodily sensations, and environment in the present moment (Bunting, 2016) is essential in leading my project team. Nadler et al. (2020) endorses that mindfulness training enhances the traits of emotional awareness, increases resilience, promotes a positive mood, and improves leadership competencies, especially creativity and decisiveness. By utilizing mindfulness to lead the project team I will be able to reduce burnout, which can manifest as emotional exhaustion, depersonalization and a reduced sense of personal accomplishment (Jiménez-Picón et al., 2021). The reduction of burnout leads to a better performance at work, which is reflected in better communication with project teams, higher sensitivity to teams’ experiences, clearer analysis of complex situations and emotional regulation in stressful contexts (Jiménez-Picón et al., 2021). Being mindful will help me to build trust amongst the project team members. I will achieve this by creating an environment where team members consistently feel supported and have the resources and time they need to prioritize their tasks, build healthy collaborations, and have open and positive communications. Mindfulness teaches non-judgment. In being non-judgmental of me and non-judgmental of others when things do not turn out optimally, me and the project team will refrain from judging ourselves as failures. Rather, shift our stance from failure to feedback to determine what we can learn from this situation in order to move forward.
Influence an environment that will sustain the practice change.
To boost productivity and quality, it is necessary to motivate an environment that will sustain practice change. This includes keeping the lines of communication open between me and the project team. To Influence the environment that will sustain the practice change I will take the time to explain to my team why the change is happening, and what it will look like in practice. I will make myself open to questions, hold team meetings, and invite project team members to come see me and talk through their concerns or thoughts in a neutral atmosphere. I will create a road map to help the project team understand how does the change play into the organization’s history, and how is it going to shape its future. Laying this out will clearly demonstrate the thought and strategy behind the change, and will help the project team see how it fits into, or is evolving from, what they’ve become accustomed to. I will also invite participation as giving project team members the opportunity to participate in, or give feedback on decisions can be a really positive strategy. Project team members will be appreciative for the chance to make their voices heard, and it will also be a great way to get different perspectives and understand impacts I might not have thought of otherwise. Above all else, I will focus on maintaining and exemplifying the qualities of a great leader. I will inspire my team; demonstrate strategic thinking; be open-minded and flexible; and show my project team that they can depend on me to have their best interests at heart. A strong leader can help their team weather the storms of change with confidence and clear-sightedness, no matter how challenging they might be.
Reference
Barinua, V., Chimere-Nwoji , C, C., & Ford, H. O. (2022). Manager’s emotional intelligence and team effectiveness: A theoretical review. Saudi Journal of Business and Management Studies. DOI: 10.36348/sjbms.2022.v07i05.001
Bunting, M. (2016). The mindful leader: 7 practices for transforming your leadership, our organization and your life. John Wiley & Sons Australia, Ltd.
Jiménez-Picón, N., Romero-Martín, M., Ponce-Blandón, J. A., Ramirez-Baena, L., Palomo-Lara, J. C., & Gómez-Salgado, J. (2021). The relationship between mindfulness and emotional intelligence as a protective factor for healthcare professionals: Systematic Review. International Journal of Environmental Research and Public Health, 18(10), 5491. https://doi.org/10.3390/ijerph18105491
Nadler, R., Carswell, J. J., & Minda, J. P. (2020). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Frontiers in Psychology, 11, 1-19. https://doi.org/10.3389/fpsyg.2020.00255
Ruiter, P. J. A. (2019). Disengagement in health care: Today’s new culture. Canadian Journal of Physician Leadership. https://cjpl.ca/disen.html
Week 2 Transformative Leader Presence Discussion
Discussion
Purpose
The purpose of this discussion is to apply leadership skills, including mindfulness, to manage and sustain a practice change project.
Instructions
Understanding that the leadership characteristics you discovered in Week 1 are different competencies than management skills, describe how you might accomplish the following:
Engage the project team through leadership competencies.
Use mindfulness as a component of emotional intelligence to lead the project team.
Influence an environment that will sustain the practice change.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR703 Week 2 Organizational Needs Assessment Assignment
Purpose
The purpose of this assignment is to identify a practice problem based on an organizational needs assessment, including the identification of the practice gap and formulation of the practice question. This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.
Please note that this is the first part of a 3-part assignment submitted in Weeks 2, 5, and 7. You will receive corrective feedback from your course faculty on the Week 2 and Week 5 assignments that you will use to prepare the Week 7 assignment.
NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project. **No DNP practicum project will be approved for implementation until the second practicum course, NR-705 Project & Practicum II
Instructions
Complete the Organizational Needs Assessment: Practice Gap Identification Table on a healthcare organization of your choice. This will be submitted as Table 1.
Link (Word doc): Organizational Needs Assessment: Practice Gap Identification TemplateLinks to an external site.
Include the following in your paper:
Introduction
Introduce the topic and establish the importance of an organizational needs assessment.
Present a clear purpose statement.
Create an organizing (outline) statement for the paper that matches the required level 1 headings (except for listing the conclusion).
Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem by explaining these elements:
Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
Identify the key stakeholders (decision-makers).
Explain the practice problem as would be identified by the stakeholders.
Practice Gap
In 1-2 organized paragraphs, summarize your findings in table 1, the Organizational Needs Assessment: Practice Gap Identification. Ensure the table is placed after the reference list starting on its own page with the heading Table 1.
Practice Question: Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICOT):
Population: Describe the specific characteristics of the population that is the focus of the intervention.
Intervention: Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2) which was initiated in NR-716, describe the evidence-based intervention. There should be a total of three (3) references listed in Table 2 for this assignment. If necessary, add one research study or systematic review to support your intervention unless one already exists on the table from your previous courses.
Comparison: State “compared to current practice” for the purposes of this assignment.
Create and explain specific outcome measurements based on the current evidence you have collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2). If needed, add one research study or systematic review that supports your proposed outcome measurements. The source can be the same one that was used to support the intervention as long as it speaks to measurable outcomes. There should be a total of three (3) references listed in Table 2 for this assignment.
Time: Time frame for the project implementation. (Practicum projects are typically 8 – 10 weeks long).
State the Practice Question. Example: (P) For the critical care team in X hospital’s ICU, (I) does the implementation of the medical sepsis protocol (C) compared to the current practice (O) reduce the incidence of medical sepsis diagnoses in ICU patients as measured before and after the intervention (T) over a 10-week period?
Conclusion
Recap the paper’s purpose statement and organizing (outlining) statement of the three level 1 headings (not including the conclusion).
Draw major conclusions from the body of your paper.
Summarize the importance of effective communication for the DNP-prepared nurse in performing the practice gap and problem identification.
References
Create the reference page.
Ensure each reference has a matching citation.
Include a minimum of three (3) scholarly references (all three references on the Johns Hopkins Table should be included).
Tables
Add the completed Table 1 & Table 2 after the reference list. For directions on how to copy a table in Microsoft Word go to the following link:
Link (webpage): Move or Copy a TableLinks to an external site.
Table 2, the Johns Hopkins Individual Evidence Summary Tool, is attached (after Table 1) & completely filled out with at least three (3) quantitative research studies at a minimum. (NOTE: a minimum of three [3] references should be included on the reference list, including those in Table 2).
Table 1: Organizational Needs Assessment: Practice Gap Identification
What is currently happening in the practicum site that causes the problem?
What should be happening in the practicum site based on current evidence*?
What do the stakeholders (decision-makers) identify as the gap between what is currently happening and what should be happening (this is your practice gap)?
Why is there a gap in practice?
What factors are contributing to the gap in practice?
What evidence* do you have to demonstrate there is a practice gap (e.g., NDNQI, AHRQ Quality Indicators, National Hospital Quality Measures, HCAHPS, Joint Commission ORYX®, etc.)?
*Reference & citation required.
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PICOT Problem Statement:
P (Population – example: For critical care team in X hospital ICU…)
I (Intervention – example: Does the implementation of the medical sepsis protocol…)
C (Comparison – example: Compared to current practice). NOTE: “C” is most commonly used for research projects, not DNP translation science projects. “C,” or Comparison intervention, is implied for DNP projects, although you will see instances where the C does not apply.
O (Outcome, measurable – example: Reduce the incidence of medical sepsis in patients as measured before and after…)
T (Time – Usually 8-10 weeks for a DNP practicum project)
Review the rubric below for the grading criteria.
APA Guidelines
Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the Canvas Resources menu under the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.
Use the standard APA Paper Template (located in the Canvas Resources: Writing Center) to format this assignment.
Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before constructing the assignment.)
Use the title, “Organizational Needs Assessment,” for your project and construct a title page using the APA paper template.
Use the following prescribed Level 1 headings for this paper (do not include the outline letters):
Problem
Practice Gap
Practice Question
Conclusion
Writing Requirements (APA format)
Length: 3-4 pages (not including title page, references page, or attachments)
1-inch margins
Double-spaced pages
12-point Times New Roman
Headings & subheadings
In-text citations
Title page
Reference page
Standard English usage and mechanics
CARE Plan paragraph development structure
Program Competencies
This assignment enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Date
By 11:59 p.m. MT on Sunday
Late Assignment Policy applies
Rubric
W2 Assignment Grading Rubric
W2 Assignment Grading Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:
1. Introduce the topic and establish the importance of an organizational needs assessment.
2. Present a clear purpose statement.
3. Create an organizing statement for the paper that matches the level 1 headings (except for listing the conclusion).
10 pts
Includes all requirements and provides an in-depth introduction.
9 pts
Includes 2 requirements and/or provides a sufficient introduction.
8 pts
Includes 1 requirement and/or provides a partial introduction.
0 pts
Provides an undeveloped introduction.
10 pts
This criterion is linked to a Learning OutcomeProblem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.
Requirements:
1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
2. Identify the key stakeholders (decision makers).
3. Relate the practice problem identified by the stakeholders.
30 pts
Includes all requirements and provides an in-depth description of the problem.
27 pts
Includes at least 2 requirements and/or provides a sufficient description of the problem.
24 pts
Includes at least 1 requirement and/or provides a partial description of the problem.
0 pts
Provides an undeveloped description of the problem.
30 pts
This criterion is linked to a Learning OutcomePractice Gap
Requirements:
1. In 1-2 organized paragraphs, summarize your findings in Table 1, the Organizational Needs Assessment: Practice Gap Identification
2. Include a thoroughly completed Organizational Needs Assessment: Practice Gap Identification Table as Table 1, placed after the reference list.
30 pts
Includes Table 1 and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
27 pts
Includes Table 1 and provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
24 pts
Includes no Table 1 and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
0 pts
Provides no Table 1 and/or an undeveloped summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
30 pts
This criterion is linked to a Learning OutcomePractice Question: Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICO).
Requirements:
1. Population. Describe the specific characteristics of the population that is the focus of the intervention.
2. Intervention. Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2), which was initiated in NR-716, describe the evidence-based intervention.
3. Comparison: State “compared to current practice” for the purposes of this assignment.
4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2, placed after Table 1).
5. Time. State the time length for the project (i.e., 8-10 weeks).
6. State the Practice Question.
7. Table 2, the Johns Hopkins Individual Evidence Summary Tool, is attached & completely filled out with at least three (3) quantitative research studies at a minimum. (NOTE: all three [3] references should be included on the reference list).
40 pts
Includes Table 2 and all data requirements and provides an in-depth summary of the practice question.
36 pts
Includes Table 2, no fewer than 5 of the requirements, and provides a sufficient summary of the practice question.
32 pts
Includes Table 2, no fewer than 4 of the requirements, and provides a partial summary of the practice question.
0 pts
Includes no attached Table 2, fewer than 4 of the requirements, and/or provides an undeveloped summary of the practice question.
40 pts
This criterion is linked to a Learning OutcomeConclusion
Requirements:
1. Recap the paper’s purpose and organizing (outline) criteria that revisit the three level 1 headings (not including the conclusion).
2. Draw major conclusions from the body of your paper.
3. Summarize the importance of effective communication competencies for the DNP-prepared nurse in performing the practice gap and problem identification.
10 pts
Includes all requirements and provides an in-depth summary in the conclusion.
9 pts
Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.
8 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.
0 pts
Provides an undeveloped summary in the conclusion.
10 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Create the reference page using the APA template and the Chamberlain Guidelines for Writing Professional Papers.
2. Ensure each reference has a matching citation that follows the formatting guidelines in the APA manual/Chamberlain Guidelines for Writing Professional Papers.
3. Include at least three (3) scholarly references at a minimum (including those from the Johns Hopkins Table)
10 pts
Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.
9 pts
Includes at least 2 requirements for the reference section, and/or the reference page is formatted with 1-2 errors.
8 pts
Includes 2 requirements for the references, and/or the reference page is formatted with several errors.
0 pts
Includes fewer than 1 requirement for the reference section, and/or the reference page is formatted with multiple errors.
10 pts
This criterion is linked to a Learning OutcomeAPA Style and Organization for Scholarly Papers
Requirements:
1. Use prescribed level I headings for section organization.
2. Format the paper using APA formatting conventions.
3. Length of APA formatted paper is 3-4 pages (excluding title page, reference page, and tables).
10 pts
Includes all requirements of APA style and standards.
9 pts
Includes 2 requirements of APA style and standards.
8 pts
Includes 1 requirement of APA style and standards
0 pts
Includes no requirement of APA style and standards that conforms to APA style.
10 pts
This criterion is linked to a Learning OutcomeClarity of Writing
Requirements:
1. Use of standard English grammar and sentence structure.
2. No spelling errors or typographical errors.
3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases
10 pts
Includes all requirements of clarity of writing.
9 pts
Includes 2 requirements of clarity of writing.
8 pts
Includes 1 requirement of clarity of writing.
0 pts
Includes no clarity of writing requirements that conform to standard English (APA) style.
10 pts
Total Points: 150
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W2 Assignment Grading Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:
1. Introduce the topic and establish the importance of an organizational needs assessment.
2. Present a clear purpose statement.
3. Create an organizing statement for the paper that matches the level 1 headings (except for listing the conclusion).
10 pts
Includes all requirements and provides an in-depth introduction.
9 pts
Includes 2 requirements and/or provides a sufficient introduction.
8 pts
Includes 1 requirement and/or provides a partial introduction.
0 pts
Provides an undeveloped introduction.
10 pts
This criterion is linked to a Learning OutcomeProblem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.
Requirements:
1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
2. Identify the key stakeholders (decision makers).
3. Relate the practice problem identified by the stakeholders.
30 pts
Includes all requirements and provides an in-depth description of the problem.
27 pts
Includes at least 2 requirements and/or provides a sufficient description of the problem.
24 pts
Includes at least 1 requirement and/or provides a partial description of the problem.
0 pts
Provides an undeveloped description of the problem.
30 pts
This criterion is linked to a Learning OutcomePractice Gap
Requirements:
1. In 1-2 organized paragraphs, summarize your findings in Table 1, the Organizational Needs Assessment: Practice Gap Identification
2. Include a thoroughly completed Organizational Needs Assessment: Practice Gap Identification Table as Table 1, placed after the reference list.
30 pts
Includes Table 1 and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
27 pts
Includes Table 1 and provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
24 pts
Includes no Table 1 and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
0 pts
Provides no Table 1 and/or an undeveloped summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).
30 pts
This criterion is linked to a Learning OutcomePractice Question: Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICO).
Requirements:
1. Population. Describe the specific characteristics of the population that is the focus of the intervention.
2. Intervention. Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2), which was initiated in NR-716, describe the evidence-based intervention.
3. Comparison: State “compared to current practice” for the purposes of this assignment.
4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2, placed after Table 1).
5. Time. State the time length for the project (i.e., 8-10 weeks).
6. State the Practice Question.
7. Table 2, the Johns Hopkins Individual Evidence Summary Tool, is attached & completely filled out with at least three (3) quantitative research studies at a minimum. (NOTE: all three [3] references should be included on the reference list).
40 pts
Includes Table 2 and all data requirements and provides an in-depth summary of the practice question.
36 pts
Includes Table 2, no fewer than 5 of the requirements, and provides a sufficient summary of the practice question.
32 pts
Includes Table 2, no fewer than 4 of the requirements, and provides a partial summary of the practice question.
0 pts
Includes no attached Table 2, fewer than 4 of the requirements, and/or provides an undeveloped summary of the practice question.
40 pts
This criterion is linked to a Learning OutcomeConclusion
Requirements:
1. Recap the paper’s purpose and organizing (outline) criteria that revisit the three level 1 headings (not including the conclusion).
2. Draw major conclusions from the body of your paper.
3. Summarize the importance of effective communication competencies for the DNP-prepared nurse in performing the practice gap and problem identification.
10 pts
Includes all requirements and provides an in-depth summary in the conclusion.
9 pts
Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.
8 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.
0 pts
Provides an undeveloped summary in the conclusion.
10 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Create the reference page using the APA template and the Chamberlain Guidelines for Writing Professional Papers.
2. Ensure each reference has a matching citation that follows the formatting guidelines in the APA manual/Chamberlain Guidelines for Writing Professional Papers.
3. Include at least three (3) scholarly references at a minimum (including those from the Johns Hopkins Table)
10 pts
Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.
9 pts
Includes at least 2 requirements for the reference section, and/or the reference page is formatted with 1-2 errors.
8 pts
Includes 2 requirements for the references, and/or the reference page is formatted with several errors.
0 pts
Includes fewer than 1 requirement for the reference section, and/or the reference page is formatted with multiple errors.
10 pts
This criterion is linked to a Learning OutcomeAPA Style and Organization for Scholarly Papers
Requirements:
1. Use prescribed level I headings for section organization.
2. Format the paper using APA formatting conventions.
3. Length of APA formatted paper is 3-4 pages (excluding title page, reference page, and tables).
10 pts
Includes all requirements of APA style and standards.
9 pts
Includes 2 requirements of APA style and standards.
8 pts
Includes 1 requirement of APA style and standards
0 pts
Includes no requirement of APA style and standards that conforms to APA style.
10 pts
This criterion is linked to a Learning OutcomeClarity of Writing
Requirements:
1. Use of standard English grammar and sentence structure.
2. No spelling errors or typographical errors.
3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases
10 pts
Includes all requirements of clarity of writing.
9 pts
Includes 2 requirements of clarity of writing.
8 pts
Includes 1 requirement of clarity of writing.
0 pts
Includes no clarity of writing requirements that conform to standard English (APA) style.
10 pts
Total Points: 150
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NR703 Week 3: Leading Interprofessional Teams
Foundations for Learning
Start your learning this week by reviewing the following:
Interprofessional Education Collaborative. (2011). The core competencies for interprofessional collaborative practice.Links to an external site. https://ipec.memberclicks.net/assets/2011-Original.pdf
Interprofessional Education Collaborative. (2016). The core competencies for interprofessional collaborative practice: 2016 update.Links to an external site. https://ipec.memberclicks.net/assets/2016-Update.pdf (Original work published 2011)
World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice.Links to an external site. https://www.who.int/publications/i/item/framework-for-action-on-interprofessional-education-collaborative-practice
Required Articles
Scan the following articles on Professional Practice Models:
Al-Ruzzieh, M. A., & Ayaad, O. (2020). Nursing professional practice model development, implementation, and evaluation at an international specialized cancer center.Links to an external site. JONA, 50(11), 562-564. https://doi.org/10.1097/NNA.0000000000000937
Miles, K. S., & Vallish, R. (2010). Creating a personalized professional practice framework for nursing.Links to an external site. Nursing Economic$, 28(3), 171-189.
Please review the figure on page 172 of this seminal article.
Olender, L., Capitulo, K., & Nelson, J. (2020). The impact of interprofessional shared governance and a caring professional practice model on staffʼs self-report of caring, workplace engagement, and workplace empowerment over time.Links to an external site. JONA: The Journal of Nursing Administration, 50(1), 52-58. https://doi.org/10.1097/NNA.0000000000000839
Review the following images/drawings of nursing professional practice models and consider how you would create a similar one:
Keleekai-Brapoh, N., & Toresco, D. (2020). Anchoring a professional practice model: Success through collaboration.Links to an external site. Nurse Leader, 18(6), 552-556. https://doi.org/10.1016/j.mnl.2020.08.007
Week 3 References
Al-Ruzzieh, M. A., & Ayaad, O. (2020). Nursing professional practice model development, implementation, and evaluation at an international specialized cancer center. JONA, 50(11), 562-564. https://doi.org/10.1097/NNA.0000000000000937
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf
American Nurses Credentialing Center. (2020). Magnet model—Creating a magnet culture. https://www.nursingworld.org/organizational-programs/magnet/magnet-model/
Interprofessional Education Collaborative. (2020). What is Interprofessional Education (IPE)? https://www.ipecollaborative.org/about-ipec.html
Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1
Josi, R., Bianchi, M., & Brandt, S. K. (2020). Advanced practice nurses in primary care in Switzerland: An analysis of interprofessional collaboration. BMC Nursing, 19(1), 1-12. https://doi.org/10.1186/s12912-019-0393-4
Miles, K. S., & Vallish, R. (2010). Creating a personalized professional practice framework for nursing. Nursing Economic$, 28(3), 171-189.
Silverstein, W., & Kowalski, M. O. (2017). Adapting a professional practice model: Follow these steps to ensure nurse engagement and interprofessional collaboration. American Nurse Today, 12(9). https://www.americannursetoday.com/adapting-professional-practice-model/
Thomas, K. W., & Kilmann, R. H. (2007). Thomas-Kilmann conflict mode Instrument: Profile and interpretive report. Xicom, Inc. http://www.lig360.com/assessments/tki/smp248248.pdf
NR703 Week 3 Leading Interprofessional Teams Discussion
Purpose
The purpose of this discussion is to explore your interprofessional collaboration skills to sustain a practice change project, manage conflict, and apply a professional practice model effectively.
Instructions
DNP-prepared nurses typically lead and manage interprofessional teams, departments, divisions, and healthcare organizations. Refer to the interactive exercise from this week’s lesson and respond to the following:
Determine what strategy you can envision using as a DNP-prepared nurse to sustain project improvements through intra- and interprofessional collaboration.
Using the Thomas-Kilmann Conflict Mode model, describe your typical reactionary style of conflict management and what you need to develop to deal with conflict in a collaborating mode, as guided by one of the interprofessional collaboration models.
Propose how a professional practice model might overcome barriers to leading a practice change project in an interprofessional environment.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
Sample NR703 Week 3 Leading Interprofessional Teams Discussion
Hello Dr. D and class,
Determine what strategy you can envision using as a DNP-prepared nurse to sustain project improvements through intra- and interprofessional collaboration.
Once a practice change project has been implemented, sustainability will be the focus of the project. Intra- and interprofessional collaboration from the planning stages through implementation will help to sustain the project. I am fortunate that as a palliative nurse practitioner I am part of an intra-disciplinary team and thus am used to working collaboratively with multiple disciplines. We are all on the same medical team, but we are in different disciplines – nurses, nurse practitioners, physicians, chaplains and social workers. I have learned a lot working in this style of team and I believe it will help me with my project implementation. I know that my ability to understand and respect the roles of others and to recognize them as the experts in their role will be reflected in the success of the practice change project. Clear and consistent communication with the team will also be necessary and I plan to ask my team the best way for them to receive communications and to adapt to the responses. Continuing to build relationships through trust and collaboration
Using the Thomas-Kilmann Conflict Mode model, describe your typical reactionary style of conflict management and what you need to develop to deal with conflict in a collaborating mode, as guided by one of the interprofessional collaboration models.
Relationships will be integral to implementing a practice change project, and so will be awareness of the conflict that is inevitable with relationships. My response to potential conflict can affect the successful outcome of the project. Steen & Shinkai (2020) discuss an example of conflict in the healthcare workplace and how understanding the Thomas-Kilmann Conflict Model is useful to conflict resolution. The Thomas-Kilmann Conflict Model recognizes five unique responses to conflict that emphasize agenda or relationship or a combination of both (avoiding, competing, compromising, accommodating, collaborating). People can have any of these responses in different situations but tend to gravitate towards one they are most comfortable with. Steen & Shinkai (2020) allow that some of the responses are more effective with different types of conflict, so none are inherently “good” or “bad”. Since any of these five responses can be appropriate for different situations, Steen & Shinkai (2020) advocate that recognizing and mastering all these styles is important for effective leadership. Most of the time my own reaction to conflict is collaboration — a method to protect my relationships as they are very important to me. Collaboration comes naturally to me as my palliative medicine team by its nature is highly collaborative both within the team and with the rest of the patient care teams. If there is conflict that I fear will hurt relationships and there is no other way around it, I tend to sacrifice my own wishes (accommodation) to make others happy. As Steen & Shinkai (2020) discussed, I can remember specific instances when I have had each of these reactions including more assertive means for conflict resolution as the situation required swift and decisive action in order to protect a patient (competing). In general, my response to conflict should always ensure that I’m taking into account everyone else’s opinion and also valuing it. I like to address conflict quickly as it makes me uncomfortable, and likely if I’m more patient, the most appropriate conflict reaction would become apparent.
Propose how a professional practice model might overcome barriers to leading a practice change project in an interprofessional environment.
Potential barriers to implementation of a practice change project are considered in the planning stages of the project, although some barriers that weren’t anticipated are likely to arise during the process. Using a practice professional model can help overcome barriers that are encountered. I work for Northwestern Medicine at one of their Magnet hospitals and the nursing model that we use is called the “Northwestern Medicine Interprofessional Relationship Based Care Model”. This professional practice model is pictured below and intertwines interprofessional collaboration among interdisciplinary teams with safety, quality and innovation/research while also encompassing the healthcare systems values which are based on the motto “patient first”. (Northwestern Medicine, 2023).
I will use this practice model in implementing my project as it can help overcome barriers as it stresses the importance of interprofessional collaboration in order to improve patient outcomes and safety. I work in a Magnet hospital (one of the first in Illinois) and was one of the writers of our first Magnet re-designation documents (when the entire submission was paper and had to measure “x” height), and therefore I am comfortable and confident in using the Northwestern Medicine practice professional model. Working in a research-based facility with a highly collaborative culture will also help me overcome barriers.
References
Northwestern Medicine (2023). Delnor Hospital professional practice model. https://www.nm.org/for-medical-professionals/for-nurses/nursing-at-delnor-hospital/delnor-professional-practice-modelLinks to an external site.
Steen, A. & Shinkai, K. (2020). Understanding individual and gender differences in conflict resolution: A critical leadership skill. International Journal of Women’s Dermatology, 6(1), 50–53. https://doi.org/10.1016/j.ijwd.2019.06.002Links to an external site.
NR703 Week 4: Leading Through Ethical Relationships
Week 4 References
American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. American Nurses Publishing. https://www.nursingworld.org/coe-view-only
Groenwald, S. L. (2018). Designing & creating a culture of care for students & faculty: The Chamberlain University College of Nursing Model. National League for Nursing.
Juujärvi, S., Kallunki, E., & Luostari, H. (2020). Ethical decision-making of social welfare workers in the transition of services: The ethics of care and justice perspectives. Ethics & Social Welfare, 14(1), 65-83. https://doi.org/ 10.1080/17496535.2019.1710546
Kempf, A. (2020). If we are going to talk about implicit race bias, we need to talk about structural racism: Moving beyond ubiquity and inevitability in teaching and learning about race. Taboo: The Journal of Culture & Education, 19(2), 115-132.
Nicholson, J., & Kurucz, E. (2020). Relational leadership for sustainability: Building an ethical framework from the moral theory of “Ethics of Care.” Journal of Business Ethics, 156(1), 25-43. https://doi.org/10.1007/s10551-017-3593-4
Sorbello, B. (2008). The nurse administrator as caring person: A synoptic analysis applying caring philosophy, Ray’s ethical theory of existential authenticity, the ethic of justice, and the ethic of care. International Journal for Human Caring, 12(1), 44-49. https://doi.org/10.20467/1091-5710.12.1.44
The National Academies Press. (2017). Communities in action: Pathways to health equity. https://doi.org/10.17226/24624
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NR703 Week 4 Leading Through Ethical Relationships Discussion
Purpose
The purpose of this discussion is to prepare the DNP-prepared nurse leader to guide social justice reform.
Instructions
For this discussion, address the following:
Identify a health inequity in your healthcare setting, community, or population.
Propose how you could address this identified healthcare inequity describing attributes of an effective leader guiding a healthcare team.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
Sample NR703 Week 4 Leading Through Ethical Relationships Discussion
Dr. Dickson and class,
An example of a health inequity within a healthcare facility would be the judgement that is passed on patients that are actively battling addiction or have a past history of addiction. After the delivery of a baby, it is expected that our patients are uncomfortable and will need pain medication to help with the discomfort they are experiencing. However, if the patient has a history of substance abuse, it is not uncommon for those providing care to make comments such as “they must be drug seeking or of course they want the strong medication”. The moment a comment like that is made as a leader it is clear to me that there is bias present that will affect the quality of care being delivered. Having stigmatizing attitudes and thoughts towards a patient who may use drugs such as, the belief they are unfit to parent, they do not care about their baby, they should have their parental rights taken away, negatively impacts the care they receive (Weber et al., 2021). Addressing this issue is important to ensure high quality care is provided to all patients regardless of their history and situation.
As a leader, discovering this example of inequity I believe would need to be addressed immediately. Having strong communication and interprofessional relationships with the team will allow for conversations to be had to understand where one maybe coming from. However, after that, providing education about the mission of the organization, about bias and inequities, putting the patients health first and illustrating how that correlates with healthcare outcomes would be something I would like to do with the team. Each individual as their own opinions, work experiences and personal experiences that guide them in their thoughts and actions. A strong leader is able to recognize that but at the same time build up the team to be the best they can be while breaking down the inequities that exist. The challenge is that there is a significant amount of data that shows the existing disparities that exists but there is a strong need of evidenced-based recommendations for the interventions to be used to improve health equality needs (Kovach et al., 2019). Remembering that there is room for growth in all of us and being able to self-reflect on our own ideas and bias that may exist can open up avenues to the way we practice in healthcare.
– Maggie
References
Kovach, K.A., Lutgen, C.B., Callen, E.F., & Hester, C.M. (2019). Informing the American academy of family physician’s health equity strategy – an environmental scan using the delphi. International Journal for Equity in Health, 18(97), 1-12. doi:10.1186/s12939-019-1007-1Links to an external site.
Weber, A., Miskle, B., Lynch, A., Arndt, S., & Acion, L. (2021). Substance use in pregnancy: Identifying stigma and improving care. Substance Abuse and Rehabilitation, 12, 105-121. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8627324/pdf/sar-12-105.pdf
NR703 Week 5: Leading Innovation with Creative Solutions
Week 5 References
Babcock, C. (2020, March 14). COVID-19 how to use one ventilator to save multiple lives [Video]. YouTube. https://www.youtube.com/watch?v=uClq978oohY
Castro, B. (2020, March 30). North Texas company offering ventilator alternatives [Video file]. NBCDFW News. https://www.nbcdfw.com/news/coronavirus/north-texas-company-offering-ventilator-alternatives/2342307/
Christensen, C. M. (1997). The innovator’s dilemma: When new technologies cause great firms to fail. Harvard Business Review Press.
de Jongh, F. H. C., de Vries, H. J., Warnaar, R. S. P., Oppersma, E., Verdaasdonk, R, Heunks, L. M. A., & Doorduin, J. (2020). Ventilating two patients with one ventilator: Technical setup and laboratory testing. ERJ Open Research, 6(2). http://doi.org/10.1183/23120541.00256-2020
Dunn, R. (2020). Adaptive leadership: Leading through complexity. International Studies in Educational Administration, 48(1), 31-38.
Gabrielson, R., & Edwards, K. (2020, March 26). Desperate hospitals may put two patients on one ventilator. That’s risky. ProPublica [Online newsletter]. https://www.propublica.org/article/desperate-hospitals-may-put-two-patients-on-one-ventilator-thats-risky
Johnson, J. E., & Rulo, K. (2019). Problem in the profession: How and why writing skills in nursing must be improved. Journal of Professional Nursing, 35(1), 57-64. https://doi.org/10.1016/j.profnurs.2018.05.005
Miller, J. J., Grise-Owens, E., Drury, W., & Rickman, C. (2018). Teaching note—Developing a professional writing course using a holistic view of competence. Journal of Social Work Education, 54(4) 709-714. https://doi.org/10.1080/10437797.2018.1474152
Ramalingam, B., Nabarro, D., Oqubuy, A., Dame, R. C., & Wild, L. (2020, September 11). 5 principles to guide adaptive leadership. Harvard Business Review. https://hbr.org/2020/09/5-principles-to-guide-adaptive-leadership
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.
Shellenbarger, T., & Gazza, E. A. (2020). The lived experience of nursing faculty developing as scholarly writers. Journal of Professional Nursing, 36(6), 520-525. https://doi.org/10.1016/j.profnurs.2020.04.016
NR703 Week 5 Leading Through Innovation Discussion
Purpose
The purpose of this discussion is to explore leading through innovation, creating new opportunities, and leveraging the creativity of others.
Instructions
For this discussion, review the Week 5 lesson and construct and explain a strategy for one (1) of the following:
Create an environment that fosters innovation and creativity.
Propose how the use of adaptive leadership will affect your leadership identity.
Identify how you could improve your leadership communication across interprofessional teams.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
Week 5Leading Practice Change Projects
Assignment
Purpose
The purpose of this assignment is to create a leadership approach to address the hypothetical DNP practicum project described practice gap identified in the Week 2 assignment. The approach focuses on three specific DNP-prepared nurse leadership skills:
Interprofessional collaboration
Communication
Leadership ethics
This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.
Please note that this is the second part of a 3-part assignment submitted in Weeks 2, 5, and 7. You will receive feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to prepare the Week 7 assignment.
NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.
Instructions
Include the following in your paper:
Introduction
Introduce the paper’s topic and establish its importance.
Present a clear purpose statement.
Provide the reader with a brief organizing statement of what will be discussed in the paper using the level 1 heading topics.
NOTE: The introduction should present each requirement in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.
Interprofessional Collaboration in Leading Project Teams: Create your approach to implementing your hypothetical practice change project, described in the Week 2 assignment, with an interprofessional team, including a description of how you will manage the following challenges (One paragraph each):
Creating a project environment of mutual respect and shared values
Facilitating team roles and flexibility to perform effectively in the project
Communication Comportment (professional behavior) in Project Management: Create a guideline for your professional communication to serve you in the hypothetical practice change project, described in the Week 2 assignment. Include the following considerations (One paragraph each):
Verbal and non-verbal communication competencies at a doctoral level
Communicating leadership through verbal & nonverbal comportment (professional behavior)
Creating alignment of verbal and nonverbal messages
Written professional communication
Writing with leadership tone and style
Using standard English
Creating summary and synthesis in writing
Leadership Ethics: Discuss how you will create a consistent image of ethical comportment in your hypothetical practice change project described in the Week 2 assignment, including the consideration of the following (One paragraph each):
Balance an Ethic of Justice with an Ethic of Care in your leadership style.
Create a conflict resolution approach for the project team management of issues such as disagreements or bullying.
Lead social justice change within the project environment (i.e., countering structural inequities, addressing implicit and explicit bias, combating social injustices, and applying cultural humility).
Conclusion
Recap the paper’s purpose statement and organizing (outlining) statement criteria that revisits the three level 1 headings (not including the conclusion).
Draw major conclusions from the body of your paper.
Summarize the importance of effective communication for the DNP-prepared nurse in leading your practice change project.
References (minimum of 2 scholarly, peer-reviewed sources)
Create the reference page.
Ensure each reference has a matching citation.
Support your discussion by using evidence from at least two (2) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for the two sources in this assignment. However, you may use other gray materials for additional sources if you need them. Hint: Search other than nursing journals for sources of evidence.
Review the rubric for the grading criteria.
APA Guidelines
Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.
Use the APA Paper Template (located in the Canvas Resources: Writing Center) to format this assignment.
Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before constructing the assignment.)
Use the title, “Leading Practice Change Projects,” for your paper & format the title page by using the APA paper template.
Use the following prescribed Level 1 and level 2 headings for this paper (Do not include the lettered/numbered outline here:):
Interprofessional Collaboration in Leading Project Teams
Creating a climate of mutual respect and shared values
Facilitating team roles and flexibility to perform effectively
Communicating Comportment in Project Management
Verbal and non-verbal communication competencies at a doctoral level
Written professional communication
Leadership Ethic
Balance an ethic of justice with an ethic of care
Create a conflict resolution approach
Lead social justice change within the project environment
Conclusion
Writing Requirements (APA format)
Length: 4-6 pages (not including title page, references page, or attachments)
1-inch margins
Double-spaced pages
12-point Times New Roman
Headings & subheadings
In-text citations
Title page
Reference page
Standard English usage and mechanics
CARE Plan paragraph development structure
Program Competencies
This assignment enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Date
By 11:59 p.m. MT on Sunday
Late Assignment Policy applies
W5 Assignment Grading Rubric
W5 Assignment Grading Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:
1. Introduce the paper’s topic and establish its importance.
2. Present a clear purpose statement.
3. Provide the reader with an brief organizing statement of what will be discussed in the paper.
NOTE: The introduction should present each requirement in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.
10 pts
Includes all requirements and provides an in-depth introduction.
9 pts
Includes 2 requirements and/or provides a sufficient introduction.
8 pts
Includes 1 requirement and/or provides a partial introduction.
0 pts
Provides an undeveloped introduction.
10 pts
This criterion is linked to a Learning OutcomeInterprofessional Collaboration in Leading Project Teams
Interprofessional Collaboration in Leading Project Teams
Requirements:
Create an approach to implementing your hypothetical practice change project described in the Week 2 assignment with an interprofessional team, including a description of how you will manage the following challenges:
1. Creating a project environment of mutual respect and shared values.
2. Facilitating team roles and flexibility to perform effectively in your project.
50 pts
Includes both requirements and provides an in-depth analysis of implementing the project with an interprofessional team.
45 pts
Includes both requirements and provides a sufficient analysis of implementing the project with an interprofessional team.
40 pts
Includes at least 1 requirement and/or provides a partial analysis of implementing the project with an interprofessional team.
0 pts
Provides an undeveloped analysis of implementing the project with an interprofessional team.
50 pts
This criterion is linked to a Learning OutcomeCommunication Comportment in Project Management
Communication Comportment in Project Management
Requirements:
Create a guideline for your professional communication to serve you in the hypothetical practice change project described in the Week 2 assignment. Include the following:
1. Verbal and non-verbal communication competencies at a doctoral level. Discuss these two components:
i) Communicating leadership comportment
ii) Creating alignment of verbal and nonverbal messages
2. Written professional communication. Discuss these three components:
i) Writing with leadership tone and style
ii) Using standard English
iii) Creating summary and synthesis in writing
50 pts
Includes all 5 components and provides an in-depth summary of professional communication.
45 pts
Includes at least 4 of the 5 components and/or provides a sufficient summary of professional communication.
40 pts
Includes at least 3 of the 5 components and/or provides a partial summary of professional communication.
0 pts
Includes fewer than 3 of the 5 components and/or provides a undeveloped summary of professional communication.
50 pts
This criterion is linked to a Learning OutcomeLeadership Ethics
Leadership Ethics
Requirements: Discuss how you will create a consistent image of ethical comportment, including consideration of the following:
1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
2. Create a conflict resolution approach for the project team management of issues.
3. Lead social justice change within the project environment.
50 pts
Includes all requirements and provides an in-depth discussion of leadership ethics.
45 pts
Includes at least 2 requirements and/or provides a sufficient discussion of leadership ethics.
40 pts
Includes at least 1 requirement and/or provides a partial discussion of leadership ethics.
0 pts
Provides an undeveloped discussion of leadership ethics.
50 pts
This criterion is linked to a Learning OutcomeConclusion
Requirements:
1. Recap the paper’s purpose statement and organizing criteria.
2. Draw major conclusions from the body of your paper.
3. Summarize the importance of effective communication competencies for the DNP-prepared nurse.
10 pts
Includes all requirements and provides an in-depth summary in the conclusion.
9 pts
Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.
8 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.
0 pts
Provides an undeveloped summary in the conclusion.
10 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Create the reference page.
2. Ensure each reference has a matching citation.
3. Support your discussion by using evidence from at least two (2) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases.
10 pts
Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.
9 pts
Includes at least 2 requirements for the reference section and/or the reference page is formatted with 1-2 errors.
8 pts
Includes 2 requirements for the references and/or the reference page is formatted with several errors.
0 pts
Includes fewer than 1 requirement for the reference section and/or the reference page is formatted with multiple errors.
10 pts
This criterion is linked to a Learning OutcomeAPA Style and Standards
APA Style and Standards
Requirements:
1. Use the prescribed level 1 and level 2 headings.
2. Format the paper using APA formatting conventions.
3. Paper length is 4-6 pages excluding title, reference pages, and appendix.
10 pts
Includes all requirements of APA style and standards.
9 pts
Includes 2 requirements of APA style and standards.
8 pts
Includes 1 requirements of APA style and standards.
0 pts
Includes no requirement of APA style and standards that conforms to APA style.
10 pts
This criterion is linked to a Learning OutcomeClarity of Writing
Clarity of Writing
Requirements:
1. Use of standard English grammar (APA guidelines) and sentence structure.
2. No spelling, grammar, punctuation, or typographical errors.
3. Organized around the required components using appropriate paragraph organization (CARE Plan)
10 pts
Includes all requirements of clarity of writing.
9 pts
Includes 2 requirements of clarity of writing.
8 pts
Includes 1 requirement of clarity of writing.
0 pts
Includes no clarity of writing requirements that conform to standard English (APA) style.
10 pts
Total Points: 200
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NR703 Week 6: Leading Translational Science
Required Textbooks
Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.
Read Chapter 1
Read Chapter 6
Section: Interprofessional Collaboration
Dang, D., & Dearholt, S. (2018). Johns Hopkins Nursing Evidence-Based Practice: Model and guidelines. Sigma Theta Tau International.
Read Chapter 3
White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.
Read Chapter 2
Section: Rogers’s Diffusion of Innovation Model
Section: Knowledge-to-Action Model
Section: Promoting Action on Research Implementation in Health Services Model
Required Articles
Scan the following articles on Professional Practice Models:
Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science.Links to an external site. Nursing Science Quarterly, 31(3), 253-258.
Additional Resources
Review the following additional resources for further exploration of the weekly topics/concepts:
HGS Concepts. (2017, May 16). Neuroscience and leadership [Video]. YouTube. https://youtu.be/cq4nUqEHiIA
Strategy + Business. (2016, December 1). How strategic leaders use their brain [Video]. YouTube. https://youtu.be/T6h1b4ZtLG4
Week 6 References
Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company. https://doi.org/10.1891/978082613505
Fayol, H. (1949). General and industrial management (C. Storrs, Trans.). Pitman Publishing.
Fox, E. M., & Urwick, L. (1940). Dynamic administration: The collected papers of Mary Parker Follett. Pitman Publishing.
Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness (25th anniversary edition). Paulist Press.
Hersey, P. (1985). The situational leader (4th ed.). Warner Books.
Hersey, P., & Blanchard, K. H. (1977). Management of organizational behavior: Utilizing human resources (3rd ed.). Prentice-Hall.
Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346
McGregor, D. (1960). The human side of enterprise. McGraw-Hill Book Company, Inc.
Mintzberg, H. (1973). The nature of managerial work. Harper & Row.
Porter-O’Grady, T., & Malloch, K. (2011). Quantum leadership: Advancing innovation, transforming healthcare (3rd ed.). Jones & Bartlett Publishers.
Taylor, F. W. (2014). The principles of scientific management (1911 edition reprint). Martino Fine Books.
Waters, T., & Waters, D. (Eds.). (2015). Weber’s rationalism and modern society: New translations on politics, bureaucracy, and social stratification (T. Waters & D. Waters, Trans.). Palgrave-Macmillan.
Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893
Wood, J. C., & Wood, M. C. (2004). George Elton Mayo: Critical evaluations in business and management. Routledge.
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NR703 Week 6 Effective Leadership Styles Discussion
Purpose
The purpose of this discussion is to synthesize the concepts from historical organizational management models, leadership frameworks, and interprofessional collaborative competencies to create your own approach to effective leadership styles.
Instructions
For this discussion, think of a problem you have seen in your current or previous place of employment and address the following:
Provide examples of how you as a transformationalleader within an interprofessional team would address the practice problem.
Provide examples of how you as a transactional leader within an interprofessional team would address the practice problem.
Which leadership style do you think would be most effective in addressing this problem? Explain why.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR703 Week 7: Leading Healthcare’s Management Priorities
Week 7 References
Dang, D., & Dearholt, S. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau International.
Porter-O’Grady, T., & Malloch, K. (2018). Quantum leadership: Creating sustainable value in healthcare (5th ed.). Jones & Bartlett Learning.
Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893
NR703 Week 7 Leading & Managing High-Value Healthcare Discussion
Purpose
The purpose of this discussion is to identify a practice problem and examine the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.
Instructions
For this discussion, review the lesson for this week and identify a practice problem. Using the practice problem, address the following:
Investigate the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.
Analyze the role of the advanced practice nurse in addressing the solution.
Propose strategies for project leadership.
Construct your responses using the CARE Plan method.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Sunday
NR703 Week 7 Professional DNP Leadership Capacity Assignment
Purpose
NOTE: This assignment must use the provided Paper Template which is found in this Link (Word doc): Week 7 Assignment Paper TemplateLinks to an external site.
The purpose of this assignment is to demonstrate your leadership capacity to manage a practice change project. You will create a collective manuscript that incorporates the revised Week 2 and Week 5 assignments with an additional section that you will create this week.
This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.
Please note that this is the third part of a 3-part assignment submitted in Weeks 2, 5, and 7. You have received feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to revise and prepare the Week 7 assignment.
NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project.
Instructions
Use the provided Week 7 Assignment Paper Template and include the following:
Introduction: The organizing introduction is the first paragraph that does the following:
Introduce the paper’s topic and establishes its importance.
Present a clear purpose statement.
Create a brief overview (outline statement) for the combined paper using the three primary Level 1 headings.
Integrate the Week 2 corrected content under the first Level 1 heading, “Organizational Needs Assessment.”
Don’t forget to include the discussions of Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool). Both tables must be referred to in the paper’s content.
Include the required level 2 headings (as they are on the template):Practice Gap
Problem
Practice Gap
Practice Question
Integrate the Week 5 corrected assignment content under the second Level 1 heading, “Leading the Practice Change Project,” using the following level 2 headings (Note: level 3 headings for sub-topics are recommended):
Interprofessional Collaboration in Leading Project Teams
Communicating Comportment in Project Management
Leadership Ethics
Create the content to place under the third Level 1 heading, “Leading Practice Change Teams with Innovation and Effective Management,” using the following level 2 headings:
Leading Through Innovation
Integrating Leadership and Management Models
Managing Materials and Human Resources
Conclusion
Recap the paper’s purpose statement and brief overview (outline statement) for the combined paper using the three level 1 headings (don’t include “conclusion”).
Draw major conclusions from the body of your paper.
Summarize the paper’s relevance to the practice change project.
References (minimum of 4 scholarly, peer-reviewed sources)
Create a reference page.
Include the references from the first two papers that you have used in this paper if they are still used.
Ensure each reference has a matching citation.
Support your paper by using evidence from at least four (4) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for these four sources in this assignment. However, you may use other gray materials for additional sources if you need them.
Attach the revised Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) from the Week 2 assignment as displayed on the Week 7 Assignment Template
Review the rubric for the grading criteria.
APA Guidelines
Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.
Use the NR703 Week 7 Assignment Template provided to insert your content for this assignment.
Link (Word doc): Week 7 Assignment Paper TemplateLinks to an external site.
Personalize the title page by adding your name and the session month and year of the course where indicated.
The title is already provided for you in the template.
Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before the construction of the assignment.)
Note: Because this assignment builds on the materials used in the Weeks 2 and 5 assignments as well as several discussions, similarities are expected; therefore, Turnitin will not be routinely usedin this cumulative assignment. However, papers may be reviewed in Turnitin if the instructor deems it necessary.
Use the following prescribed Level 1 and Level 2 headings, which are already provided in the template, for this paper (level 3 headings are encouraged where needed):
Organizational Needs Assessment
Problem
Practice Gap
Practice Question
Leading the Practice Change Project
Interprofessional Collaboration in Leading Project Teams
Communicating Comportment in Project Management
Leadership Ethics
Leading Practice Change Teams with Innovation and Effective Management
Leading Through Innovation
Integrating Leadership and Management Models
Managing Materials and Human Resources
Conclusion
Writing Requirements (APA format)
Length: 8-12 pages for accumulated paper (not including the title page, references page, or tables)
Use the Week 7 Assignment Paper Template that is formatted with the following APA conventions
1-inch margins
Double-spaced pages
12-point Times New Roman
Headings & subheadings
Title page
Reference page
Table 1 and Table 2
In-text citations
Standard English usage and mechanics
CARE Plan paragraph development structure
Revisions based on course faculty feedback from Week 2 and 5 Assignments
Program Competencies
This assignment enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This assignment enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Date
By 11:59 p.m. MT on Sunday
Late Assignment Policy applies
Rubric
W7 Assignment Grading Rubric
W7 Assignment Grading Rubric
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeIntroduction
Requirements:
1. Introduce the paper’s topic and establish its importance.
2. Present a clear purpose statement.
3. Create a brief overview for the combined paper using the three primary Level 1 headings.
10 pts
Includes all requirements and provides an in-depth introduction.
9 pts
Includes 2 requirements and/or provides a sufficient introduction.
8 pts
Includes 1 requirement and/or provides a partial introduction.
0 pts
Provides an undeveloped introduction.
10 pts
This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.
Requirements:
1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
2. Identify the key stakeholders (decision-makers).
3. Relate the practice problem identified by the stakeholders.
20 pts
Includes all requirements and provides an in-depth discussion in the assessment of the practice problem.
18 pts
Includes at least 2 requirements and/or provides a sufficient description of the problem.
16 pts
Includes at least 1 requirement and/or provides a partial description of the problem.
0 pts
Provides an undeveloped description of the problem.
20 pts
This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Practice Gap
Organizational Needs Assessment: Practice Gap
Requirements:
1. In 1-2 organized paragraphs, summarize the Organizational Needs Assessment: Practice Gap Identification (Table 1).
2. Add the revised Table 1 to the paper after the reference list (use the Assignment Template). Table 1 must be referred to in this section’s content.
3. Add the revised Table 2 to the paper after the reference list (use the Assignment Template). Table 2 sources must be included in the reference list and cited in the paper.
20 pts
Includes all requirements and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification
18 pts
Includes 2 requirements and/or provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification.
16 pts
Includes 1 requirement and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification.
0 pts
Missing both tables and/or provides an undeveloped or no summary of the Organizational Needs Assessment: Practice Gap Identification.
20 pts
This criterion is linked to a Learning OutcomeOrganizational Needs Assessment: Practice Question-Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICOT).
Requirements:
1. Population. Describe the specific characteristics of the population.
2. Intervention. Based on the evidence in the Johns Hopkins Individual Evidence Summary Tool (Table 2) initiated in previous courses, describe your evidence for an evidence-based intervention.
3. Comparison: State as “compared to current practice” for the purposes of this assignment.
4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2).
5. State the Practice Question.
20 pts
Includes all requirements and provides an in-depth summary of the practice question.
18 pts
Includes no fewer than 5 of the requirements and provides a sufficient summary of the practice question.
16 pts
Includes no fewer than 4 of the requirements and provides a partial summary of the practice question.
0 pts
Includes fewer than 4 of the requirements and/or provides an undeveloped summary of the practice question.
20 pts
This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Interprofessional Collaboration in Leading Project Teams
Requirements:
Create an approach to implementing the practice change project with an interprofessional team, including a description of how you will manage the following challenges:
1. Creating a climate of mutual respect and shared values.
2. Facilitating team roles and flexibility to perform effectively.
20 pts
Includes both requirements and provides an in-depth analysis of implementing the project with an interprofessional team.
18 pts
Includes both requirements and provides a sufficient analysis of implementing the project with an interprofessional team.
16 pts
Includes at least 1 requirement and/or provides a partial analysis of implementing the project with an interprofessional team.
0 pts
Provides an undeveloped analysis of implementing the project with an interprofessional team.
20 pts
This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Communication Comportment in Project Management
Requirements:
Create a guideline for your professional communication to serve you in the practice change project and future roles. Include the following:
1. Verbal and non-verbal communication competencies at a doctoral level:
i) Communicating leadership comportment
ii) Creating alignment of verbal and nonverbal messages
2. Written professional communication:
i) Writing with a leadership tone and style
ii) Using standard English
iii) Creating summary and synthesis in writing
20 pts
Includes all 5 components and provides an in-depth summary of professional communication.
18 pts
Includes at least 4 of the 5 components and/or provides a sufficient summary of professional communication.
16 pts
Includes at least 3 of the 5 components and/or provides a partial summary of professional communication.
0 pts
Includes fewer than 3 of the 5 components and/or provides an undeveloped summary of professional communication.
20 pts
This criterion is linked to a Learning OutcomeLeading the Practice Change Project: Leadership Ethics
Requirements: Discuss how you will create a consistent image of ethical comportment, including consideration of the following:
1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
2. Create a conflict resolution approach for the project team management of issues.
3. Lead social justice change within the project environment.
20 pts
Includes all requirements and provides an in-depth discussion of leadership ethics.
18 pts
Includes at least 2 requirements and/or provides a sufficient discussion of leadership ethics.
16 pts
Includes at least 1 requirement and/or provides a partial discussion of leadership ethics.
0 pts
Provides an undeveloped discussion of leadership ethics.
20 pts
This criterion is linked to a Learning OutcomeLeading Practice Change Teams with Innovation and Effective Management
Requirements:
1. Leading Through Innovation.
2. Integrating Leadership and Management Models.
3. Managing Materials and Human Resources.
40 pts
Includes all requirements and provides an in-depth discussion of leading practice change teams with innovation and effective management.
36 pts
Includes at least 2 requirements and/or provides a sufficient discussion of leading practice change teams with innovation and effective management.
32 pts
Includes at least 1 requirement and/or provides a partial discussion of leading practice change teams with innovation and effective management.
0 pts
Provides an undeveloped discussion of leading practice change teams with innovation and effective management.
40 pts
This criterion is linked to a Learning OutcomeConclusion
Requirements:
1. Recap the paper’s purpose statement and brief overview criteria.
2. Draw major conclusions from the body of your paper.
3. Summarize the paper’s relevance to the practice change project.
10 pts
Includes all requirements and provides an in-depth summary in the conclusion.
9 pts
Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.
8 pts
Includes at least 1 requirement and/or provides a partial summary in the conclusion.
0 pts
Provides an undeveloped summary in the conclusion.
10 pts
This criterion is linked to a Learning OutcomeReferences
Requirements:
1. Create the reference page that includes the references in Table 2.
2. Ensure each reference has a matching citation, & reference and citations are in the current APA style.
3. Support your discussion by using evidence from at least four (4) scholarly peer-reviewed journal article sources.
10 pts
Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.
9 pts
Includes at least 2 requirements for the reference section and/or the reference page is formatted with 1-2 error types (patterns).
8 pts
Includes 1 requirement for the references and/or the reference page is formatted with 3-5 error types (patterns).
0 pts
Includes no requirements for the reference section and/or the reference page is formatted with 6 or more error types (patterns).
10 pts
This criterion is linked to a Learning OutcomeAPA Style and Standards
Requirements:
1. Use the prescribed level 1 and level 2 headings, and add level 3 headings as appropriate to your content.
2. APA style is maintained in the template, and the assignment template is used.
3. Paper is 8-12 pages in length, excluding the title page, reference pages, and tables.
30 pts
Includes all requirements of APA style.
27 pts
Includes 2 requirements of APA style.
22 pts
Includes 1 requirement of APA style.
0 pts
Includes no requirement of APA style that conforms to the current APA manual.
30 pts
This criterion is linked to a Learning OutcomeClarity of Writing
Requirements:
1. Standard English grammar, punctuation, spelling, & sentence structure conform to guidelines in the APA manual.
2. APA style/mechanics/grammar & Week 2 & 5 content corrections/revisions were completed based on faculty feedback.
3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases.
30 pts
Includes all requirements and demonstrates an in-depth clarity of writing.
27 pts
Includes all requirements and demonstrates a sufficient clarity of writing.
22 pts
Includes no fewer than 2 requirements and/or demonstrates partial clarity of writing.
0 pts
Includes 1 or fewer requirements and/or demonstrates an undeveloped clarity of writing.
30 pts
Total Points: 250
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NR703 Week 8: Transformational Leading as a DNP-Prepared Nurse
Required Textbooks
Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.
Read Chapter 1
Section: What Is Transformational Leadership?
White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.
Read Chapter 6
Section: Translation of Evidence for Leadership
Zaccagnini, M., & Pechacek. (2021). The Doctor of Nursing Practice essentials: A new model for advanced practice (4th ed.). Jones & Bartlett Learning.
Read Chapter 6
Section: Strong Leadership
Required Articles
Scan the following articles on Professional Practice Models:
Ghur, N., Lebek, B., & Breitner, M. H. (2019). The impact of leadership on employees’ intended information security behaviour: An examination of the full‐range leadership theory.Links to an external site. Information Systems Journal, 29(2), 340-362. https://doi.org/10.1111/isj.12202
Pearson, M. M. (2020). Transformational leadership principles and tactics for the nurse executive to shift nursing culture.Links to an external site. The Journal of Nursing Administration, 50(3), 142-151. https://doi.org/10.1097/NNA.0000000000000858
Additional Resources
Review the following additional resources for further exploration of the weekly topics/concepts:
42 Fresh Ideas. (2018, March 4). 30 The Leadership Challenge [Video]. YouTube. https://www.youtube.com/watch?v=HMvwaFVlu8I
Week 8 References
Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. Leadership Quarterly, 14, 261-295. https://doi.org/10.1016/S1048-9843(03)00030-4
Avolio, B. J. (2011). Full range leadership development. Sage Publications.
Avolio, B. J., & Bass, B. M. (1991). Manual for the full range of leadership. Bass, Avolio & Associates.
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons, Inc.
Marshall, E. S., & Broome, M. E. (2021). Chapter 1: Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed., pp. 3-34). Springer Publishing Company. https://doi.org/10.1891/9780826135056
Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893
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NR703 Week 8 Reflection on Learning and Practice Readiness Discussion
Purpose
The purpose of this discussion is to reflect on your own readiness to practice as a DNP-prepared nurse and consider what you learned in this course and how this knowledge will impact your practice.
Instructions
Each week, you have been reminded that reflective inquiry allows for expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness to practice as a DNP-prepared nurse, it is important to consider what you learned in this course.
As you review the course outcomes and your experience in this course, address the following:
Analyze and evaluate how your thinking was challenged in this course related to transformational leadership to influence contemporary organizations
Considering this new knowledge, examine how this learning prepares you to practice collaboratively as an innovative DNP-prepared nurse.
Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:
Link (webpage): DNP Discussion GuidelinesLinks to an external site.
Program Competencies
This discussion enables the student to meet the following program competences:
Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
Appraises current information systems and technologies to improve health care. (POs 6, 7)
Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)
Course Outcomes
This discussion enables the student to meet the following course outcomes:
Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)
Due Dates
Initial Post: By 11:59 p.m. MT on Wednesday
Follow-Up Posts: By 11:59 p.m. MT on Saturday