Nursing Education Focus
Students who successfully complete NURS600 and NURS601 meet the educational eligibility requirements for the Nurse Educator certification exam offered by the National League for Nursing.
New work technologies, increased competition and employees’ desire for more involvement in their work are changing the traditional role of the manager. Rather than directing, planning and controlling the work, managers and leaders are facilitating processes and coaching and developing their employees. Team based organizations are built on coaching as a core requirement of the team leader role. This course explores the theory and practices of individual coaching as leadership behavior. The focus is on helping managers develop their skills and improve their performances as coaches. We will examine the need to provide others with successful performance strategies, timely feedback on strengths and on development needs and growth opportunities in order to challenge others to reach their potential. We will explore workplace environments that foster the growth and achievement of those we lead.
This course is designed to provide expert nurses with a theoretical foundation to promote excellence in teaching in both faculty and professional development roles. Principles of adult learning theory, learning styles and preferences are explored with a focus on impact for educational design. Students will review various learning domains and approaches for curriculum development including writing measureable learning objectives. Content also includes an examination of numerous didactic teaching strategies, general tactics for the use of simulation, approaches for inter-professional collaboration, and methods for evaluating learner competence.
This course provides a conceptual and theoretical framework for examining the concepts of leadership, planned change and power/empowerment within selected environments; namely, health systems, health and public policy arenas, and professional and civil societies. Content focuses on characteristics of personal and professional leadership, places and types of leadership, theories of leadership and planned change processes and specific tools and practical experiences in leadership development.
This course provides students with the fundamental knowledge and skills in preparation for teaching in a faculty role in an academic environment. Specific focus will be placed on program design, development of teaching skills in the didactic, simulation, clinical, and online learning environments, management of didactic and clinical course offerings including effective use of learning management systems, and methods for evaluation of student performance including various test constructions and paper grading rubrics. This course also reviews approaches and resources for working with students who have learning challenges or performance issues.
This blended online/in-classroom graduate level course integrates principles of systems thinking with foundational concepts in patient safety. Utilizing complexity theories, students assess healthcare practices and identify factors that contribute to medical errors and impact patient safety. Using a clinical microsystem framework, learners assess a potential patient safety issue and create preventive systems. Lessons learned from the science of safety are utilized in developing strategies to enhance safe system redesign. Core competencies for all healthcare professionals are emphasized, content is applicable for all healthcare providers including, but not limited to, nurses, pharmacists, physicians, social workers and healthcare administrators, and may be taken as an elective by non-majors.
Also offered as: HQS 650.
This course explores the impact of historical ideas, events, and actors on current issues in health and illness care. Topics include the movement from hospitals to health care systems; the changing definitions of professionalism and professional practice patterns; and the ways historical context shapes definitions of leadership roles and theoretical knowledge.
What is organizational culture? What is organizational learning? How do organizations learn effectively and change their culture? A learning organization is skilled at creating, acquiring, and transferring knowledge, and at modifying its behavior to reflect new knowledge (Garvin, 1993). According to Ray Stata, Chairman of Analog Devices, “The rate at which individuals and organizations learn may become the only sustainable competitive advantage.” However we define and prioritize organizational learning, we must still struggle with how to do it. This is a tougher question. The thesis of this seminar is that an enriched understanding of culture can enhance organizational learning. Participants will explore the concept of culture, study the work of Chris Argyris, and discover practices and behaviors that promote organizational learning and culture change. The objective of this seminar is to help participants get beyond highly abstract philosophy and develop a deeper understanding and useful skills based on these concepts.
The relationships among nursing theory, research and practice will be examined. An emphasis will be placed on research competencies for advanced practice nurses (APNs), including understanding nursing research methods and strategies in order to evaluate research results for applicability to practice and to design projects for evaluating outcomes of practice. An understanding of statistical techniques will be integrated into the course and build on the required undergraduate statistics course. Published nursing research studies will be evaluated for scientific merit and clinical feasibility, with a focus on evidence-based practice.
Offered at the end of the Nursing and Health Care Administration or Health Care Leadership programs, this course prepares the graduate for entry into a myriad of administrative or leadership roles. Students will explore role responsibilities for various levels of management positions; health care consultants; health policy advocates; global health leaders; staff development directors; and administrators in non-traditional settings i.e., journal editors, professional associations etc.
The course provides an overview of the concepts, procedures and fundamental processes of project management for working professionals. Participants are introduced to the principles, tools and techniques of project management within an integrative framework. The course emphasizes that, for most organizations, projects are the primary means for implementing strategic initiatives.Course Objectives: 1) Understand and critically evaluate expectations, procedures and processes of program management as currently practiced in large for-profit enterprises; 2) Understand the content and processes and standards of prac tice as defined by the Program Management Institute (PMI); 3) Understand how to build and manage effective project teams; 4) Become familiar with the critical components of effective project plans. In addition to the scheduled meeting dates, additional class activities will be planned between faculty and students.
Analysis of key contemporary issues in health and social policy that will provide students with a deeper understanding of the design and structure of the U.S. health care system, the policy initiatives that have shaped it, and the roles of the government, the private sector, and consumers and advocacy groups in setting the policy agenda. Seminars will examine the origins of each issue, the policies enacted and their effects, both intended and unintended, and will propose and debate the merits of alternative policy solutions. The role of health services and policy research in informing the policy debate and directions will be highlighted.