This document summarizes a course on strategic planning taught in the Doctor of Nursing Practice program at George Washington University. The course aims to develop strategic thinking and planning skills in DNP students. It utilizes Bloom's Taxonomy to structure learning activities that stimulate intellectual growth. Students apply concepts through a semester-long project to develop a strategic plan for a healthcare organization of their choosing. Discussion forums allow for rich interaction among peers during the planning process. An interprofessional perspective enhances strategic thinking by incorporating diverse views. The goal is for students to gain the leadership abilities needed to effectively tackle complex healthcare issues through strategic management.
Challenges in Everyday Leadership Capabilities Conversations with Senior Clin...ijtsrd
Abstract Senior Charge Nurses SCNs are faced with an increasingly wide range of responsibilities as part of their workload and consequently devote less time to patient care. It is noted that Leadership and organizational management are also important, although adequate training, education, resources, and support to realize these ambitions lag needs. Design A mixed method focus group informed by a well established leadership framework was used to explore senior clinical nurses perceptions of their Leadership. Methods Purposive sampling of SCNs working in Scotland was employed. Data sources included a small focus group and one to one face to face interview. 142 SCNs participated in this interview from 2000 to 2013. Results Twelve main themes were identified Patient focused leadership and Organization focused leadership These two themes were further described through domains of Leadership and capabilities that articulate confidence, quality improvement, and team performance. Grace M Lindsay | Sahar Mohammed Aly | Pushpamala Ramaiah "Challenges in Everyday Leadership Capabilities - Conversations with Senior Clinical Nurses" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33442.pdf Paper Url: https://www.ijtsrd.com/medicine/nursing/33442/challenges-in-everyday-leadership-capabilities--conversations-with-senior-clinical-nurses/grace-m-lindsay
Aims and objectives of nursing management, vision and mission statementNursing Path
The document discusses the aims, objectives, vision, and mission of nursing management. It provides definitions of vision as the strongly felt aim or calling that defines where the profession wants to be in the future, and mission as defining where the profession is currently going and its purpose. An effective mission statement should concentrate on the present, reflect the profession's purpose for existing, and provide ongoing guidance. Developing a clear vision and mission statement can help guide nursing practice and address current problems faced by the profession.
This document summarizes the author's 30-year journey in nursing leadership. It describes experiences in various clinical settings that helped develop transformational leadership skills. The author pursued advanced degrees including a MSN to expand their practice. Current goals include completing a DNP with a focus on educational leadership to further shape nursing education and prepare to be a complexity leader capable of facilitating healthcare system changes. The overall journey has moved from an initial interest in authority to a focus on empowering teams through shared governance and developing care coordination across settings.
The document discusses collaboration in nursing. It begins by noting the increasing complexity of healthcare issues and need for collaboration. It then defines collaboration as working together through communication, information sharing, coordination and cooperation. The document outlines several objectives and needs for collaboration in healthcare, including providing client-centered care and improving outcomes. It also discusses some issues that can impact collaboration among nurses, such as staffing shortages and mandatory overtime.
Results from student-facilitated roundtable discussions at PACE Great Streets townhall meeting in Memphis, TN. This project represents an experiential learning activity at The University of Memphis, Health Promotion concentration in the Department of Health and Sport Sciences.
A Qualitative Description of Millennial Nurse Administrators’ Perspectives on...Ryan Michael Oducado
Abstract: Millennial nurses are beginning to accept leadership roles and soon will take over the healthcare industry because nurse administrators who belong to the Baby boomer generation will soon retire and leave the workforce. However, the perspectives on leadership and practice environment of millennial nurse administrators were not well-explored and investigated. Eight (8) millennial nurse administrators of tertiary hospitals in Iloilo City were purposively chosen. Through a qualitative descriptive inquiry, data were gathered using a semi-structure interview. Qualitative content analysis was employed in analyzing the transcripts of the study participants revealing meaningful patterns of categories as to their perspectives on leadership and their work environment, feelings and challenges. Millennial nurse administrators perceive leadership by way of directing, guiding, empowering and modeling to staff. They viewed their practice environment as having harmonious relationship while maintaining professional relationship among the healthcare team members, upholding standards and ensuring client satisfaction as a measure of quality care. Millennial nurse administrators shared feelings of being overwhelmed at the start yet fulfilling in the end. Lastly, they had challenges in dealing with older staff and in assuming the full responsibility and accountability of their unit. Considering the complexities in the healthcare profession, millennial nurse administrators cope with the responsibilities brought by their position as the major key players to ensure that the operations of the unit abides with the standards of practice. Underscoring the importance of staff relations without depriving the quality of nursing care services, millennial nurse administrators must be provided with understanding and support to enhance their leadership skills as they advance into higher leadership positions.
This document provides guidance to help chronic condition self-management education programs achieve long-term sustainability. It discusses 10 key planning areas that programs should consider when developing a Growth Action Plan: revenue, marketing, referral networks, competition, service operations, evaluation, organizational support, community support, advocacy, and resource linkages. The goal is to help programs strategize to create the necessary infrastructure and community support needed for sustainable operations over the long run.
The document discusses interdisciplinary training in healthcare. It defines interdisciplinary training as education that involves professionals from different disciplines learning together to improve patient outcomes. Current medical training programs are beginning to incorporate more interdisciplinary approaches. A proposed framework for interdisciplinary certification includes rotations of students from various fields like nursing, pharmacy, social work on collaborative healthcare teams. This would allow students to gain experience with an interdisciplinary approach while completing their primary training. The benefits of interdisciplinary training include improved understanding between professionals which can lead to more comprehensive patient care plans and better outcomes. Some challenges include the extra time and resources required for such an approach.
Challenges in Everyday Leadership Capabilities Conversations with Senior Clin...ijtsrd
Abstract Senior Charge Nurses SCNs are faced with an increasingly wide range of responsibilities as part of their workload and consequently devote less time to patient care. It is noted that Leadership and organizational management are also important, although adequate training, education, resources, and support to realize these ambitions lag needs. Design A mixed method focus group informed by a well established leadership framework was used to explore senior clinical nurses perceptions of their Leadership. Methods Purposive sampling of SCNs working in Scotland was employed. Data sources included a small focus group and one to one face to face interview. 142 SCNs participated in this interview from 2000 to 2013. Results Twelve main themes were identified Patient focused leadership and Organization focused leadership These two themes were further described through domains of Leadership and capabilities that articulate confidence, quality improvement, and team performance. Grace M Lindsay | Sahar Mohammed Aly | Pushpamala Ramaiah "Challenges in Everyday Leadership Capabilities - Conversations with Senior Clinical Nurses" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-4 | Issue-6 , October 2020, URL: https://www.ijtsrd.com/papers/ijtsrd33442.pdf Paper Url: https://www.ijtsrd.com/medicine/nursing/33442/challenges-in-everyday-leadership-capabilities--conversations-with-senior-clinical-nurses/grace-m-lindsay
Aims and objectives of nursing management, vision and mission statementNursing Path
The document discusses the aims, objectives, vision, and mission of nursing management. It provides definitions of vision as the strongly felt aim or calling that defines where the profession wants to be in the future, and mission as defining where the profession is currently going and its purpose. An effective mission statement should concentrate on the present, reflect the profession's purpose for existing, and provide ongoing guidance. Developing a clear vision and mission statement can help guide nursing practice and address current problems faced by the profession.
This document summarizes the author's 30-year journey in nursing leadership. It describes experiences in various clinical settings that helped develop transformational leadership skills. The author pursued advanced degrees including a MSN to expand their practice. Current goals include completing a DNP with a focus on educational leadership to further shape nursing education and prepare to be a complexity leader capable of facilitating healthcare system changes. The overall journey has moved from an initial interest in authority to a focus on empowering teams through shared governance and developing care coordination across settings.
The document discusses collaboration in nursing. It begins by noting the increasing complexity of healthcare issues and need for collaboration. It then defines collaboration as working together through communication, information sharing, coordination and cooperation. The document outlines several objectives and needs for collaboration in healthcare, including providing client-centered care and improving outcomes. It also discusses some issues that can impact collaboration among nurses, such as staffing shortages and mandatory overtime.
Results from student-facilitated roundtable discussions at PACE Great Streets townhall meeting in Memphis, TN. This project represents an experiential learning activity at The University of Memphis, Health Promotion concentration in the Department of Health and Sport Sciences.
A Qualitative Description of Millennial Nurse Administrators’ Perspectives on...Ryan Michael Oducado
Abstract: Millennial nurses are beginning to accept leadership roles and soon will take over the healthcare industry because nurse administrators who belong to the Baby boomer generation will soon retire and leave the workforce. However, the perspectives on leadership and practice environment of millennial nurse administrators were not well-explored and investigated. Eight (8) millennial nurse administrators of tertiary hospitals in Iloilo City were purposively chosen. Through a qualitative descriptive inquiry, data were gathered using a semi-structure interview. Qualitative content analysis was employed in analyzing the transcripts of the study participants revealing meaningful patterns of categories as to their perspectives on leadership and their work environment, feelings and challenges. Millennial nurse administrators perceive leadership by way of directing, guiding, empowering and modeling to staff. They viewed their practice environment as having harmonious relationship while maintaining professional relationship among the healthcare team members, upholding standards and ensuring client satisfaction as a measure of quality care. Millennial nurse administrators shared feelings of being overwhelmed at the start yet fulfilling in the end. Lastly, they had challenges in dealing with older staff and in assuming the full responsibility and accountability of their unit. Considering the complexities in the healthcare profession, millennial nurse administrators cope with the responsibilities brought by their position as the major key players to ensure that the operations of the unit abides with the standards of practice. Underscoring the importance of staff relations without depriving the quality of nursing care services, millennial nurse administrators must be provided with understanding and support to enhance their leadership skills as they advance into higher leadership positions.
This document provides guidance to help chronic condition self-management education programs achieve long-term sustainability. It discusses 10 key planning areas that programs should consider when developing a Growth Action Plan: revenue, marketing, referral networks, competition, service operations, evaluation, organizational support, community support, advocacy, and resource linkages. The goal is to help programs strategize to create the necessary infrastructure and community support needed for sustainable operations over the long run.
The document discusses interdisciplinary training in healthcare. It defines interdisciplinary training as education that involves professionals from different disciplines learning together to improve patient outcomes. Current medical training programs are beginning to incorporate more interdisciplinary approaches. A proposed framework for interdisciplinary certification includes rotations of students from various fields like nursing, pharmacy, social work on collaborative healthcare teams. This would allow students to gain experience with an interdisciplinary approach while completing their primary training. The benefits of interdisciplinary training include improved understanding between professionals which can lead to more comprehensive patient care plans and better outcomes. Some challenges include the extra time and resources required for such an approach.
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
The document discusses essential components for transforming healthcare delivery systems. It identifies leadership, collaboration, balancing regulation and creativity, health information systems, and research as key elements. It provides examples of research studying the adoption of evidence-based practices and the impact of interventions on outcomes like costs, falls, and pain management.
This document outlines the planning process for a nursing lecture. It defines planning and explains its importance. The planning process involves determining objectives, a mission statement, philosophy, goals, policies/procedures, and rules. It provides examples of these components and discusses advantages like facilitating management and minimizing uncertainties, as well as limitations like being time consuming. The conclusion emphasizes that planning gives nursing direction and allows managers to focus on goals and objectives.
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICEMental Health Center
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE- By Bivin, J.B., & Reddemma, K. (2010). Department of Nursing, National Institute of Mental Health and Neurosciences, Bangalore.
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Inservice education is a continuation of education for employees to develop new skills and knowledge while working. It aims to improve professional competence and performance. Inservice education includes orientation for new employees, ongoing skill training, leadership development, and continuing education. It is organized within the workplace and uses various methods like lectures, demonstrations, and on-the-job training. The goals are to keep staff up to date on best practices and new technologies in a rapidly changing work environment.
The document discusses the need for improved leadership development in medicine. It argues that health systems currently lack sufficient physician leaders to manage increasing complexity, and that traditional medical training does not emphasize the skills needed for leadership roles. These include communication, collaboration, and decision-making. The article recommends that health systems focus on identifying and developing emerging physician leaders through structured programs, rigorous selection processes, onboarding support, and ongoing feedback and mentoring to close the leadership gap in healthcare.
This article discusses approaches to setting standards for evaluating community-based health promotion programs. It presents a typology of different types of standards, including arbitrary, experiential, utility, historical, scientific, normative, propriety, and feasibility standards. The article argues that evaluations should adopt a "salutogenic orientation" focused on health, well-being and empowerment. It also stresses the importance of collaborative and participatory evaluation approaches that incorporate multiple stakeholders' perspectives. Overall, the article aims to provide a framework for setting standards that can make the evaluation process more transparent and mutually beneficial for communities and funders/policymakers.
This document discusses the role of research, leadership, and management in nursing. It defines nursing research as systematic inquiry designed to develop knowledge about issues important to nurses. Research is important as it contributes to the development of nursing knowledge, helps define nursing's unique role, and allows nurses to make more informed decisions. The document also defines leadership as the ability to influence others toward goals, and management as planning, organizing, and overseeing work. Leadership and management are needed in nursing to align nursing outcomes with organizational goals, ensure high quality care delivery, and develop a healthy work environment through staff training and access to resources. Strong nursing leadership is important at all levels of an organization.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
The document discusses Theodore Levitt's quote that creativity involves thinking up new things while innovation is doing new things. It then provides examples of innovations in nursing education, clinical practice, and other areas to improve patient care and outcomes. Some innovations discussed include use of technology like e-learning, high-fidelity simulators, evidence-based practice, and achieving Magnet hospital status.
Professional power in healthcare comes from legal authority, regulations, codes of conduct, experience, and organizational roles. It gives professionals the capacity and expertise to achieve organizational goals through mobilizing resources and making decisions within their clinical specialties. While medicine has traditionally been the most powerful profession, collaborative teams aim to empower all professionals by sharing power and decision-making authority based on knowledge and the needs of patients. Differentials in power between professions still exist but effective collaboration requires acknowledging, recognizing, and resolving power imbalances.
This document summarizes a research study on strategies for promoting wellness among graduate counseling students. The study used a phenomenological methodology to understand students' experiences of wellness. Preliminary findings suggest students view wellness as "juggling while riding a unicycle on a tightrope" due to managing many responsibilities. Proposed strategies include incorporating wellness models in counseling education, monitoring student wellness, faculty modeling self-care, and supporting wellness through supervision and systemic changes. The study aims to understand students' definitions and experiences of wellness and influencing factors.
This document discusses evidence-based practice (EBP) and its application to a case study of a patient with diabetic peripheral neuropathy. It begins by defining EBP and outlining its key principles. It then presents the case study, formulating the clinical question using the PICO framework. It describes searching relevant literature databases using search terms derived from the PICO elements to address the clinical question. The goal is to evaluate pharmacological and alternative treatments like acupuncture for diabetic peripheral neuropathy based on the best available evidence.
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
Evidence-based practice (EBP) uses scientific evidence to determine the best practices. EBP emerged in the 1980s and started in England in the early 1990s. EBP involves using the best current evidence from research, clinical expertise, and patient preferences to make decisions about patient care. Implementing EBP requires finding and applying effective interventions through a systematic process. Barriers to EBP include lack of time, support, and research knowledge, but EBP can improve outcomes, consistency of care, and decision-making. Common models for EBP include the John Hopkins, Iowa, and Stetler models.
Collaborative issues in nursing arise due to increased medical complexity, elderly populations, and chronic illness. Collaboration between nursing education and practice is needed but challenging. Models discussed include the clinical school of nursing, practice research, and collaborative clinical education models. These aim to reduce gaps between education and practice through partnerships, research, and facilitator roles to improve patient care, nursing competence, and the profession.
COLLABORATIVE ISSUES AND MODELS IN NURSINGRuppaMercy
This document defines collaboration and discusses its importance in nursing. It provides definitions of collaboration from nursing theorists Virginia Henderson and Baggs and Schmitt. The document outlines the need for collaboration between nursing education and hospital nursing due to gaps in practical skills among new graduates. It discusses objectives, principles, characteristics, phases and types of collaboration, as well as issues that can impact collaboration within and outside of nursing. The document also summarizes several models of clinical education that aim to strengthen collaboration between academia and clinical practice settings.
This document provides a plan for a leadership project examining medication reconciliation (MR) at a hospital. The student will examine MR through the lenses of nursing standards, communication, patient safety, evidence-based research, and transformational leadership theory. They will work with their preceptor, a hospital Vice President, to evaluate challenges with MR and develop a strategic plan and evaluation tool to improve the process. The preceptor leads an MR committee that created an MR technician role, showing transformational leadership qualities. The student aims to gain knowledge to improve MR and help nurses lead healthcare changes.
The document proposes an interactive wall installation aimed at addressing social problems caused by an overreliance on technology in urban environments. It would detect people nearby and use audio prompts to encourage interaction between them. The goal is to bring people together and make them more aware of their surroundings by incorporating traditional games and communication methods in a new technological format. Research was conducted through surveys and interviews to inform the design of the installation. It would use projection mapping, programming, and motion detection to tag people as they walk by and play friendly greeting messages to initiate contact between them.
Basic Qulaity Tools/Techniques Workshop for process improvementMouad Hourani
This material includes the easiest and most applicable quality tools that could be utilized by staff nurses at the level of direct care givers. some links cant be activated as it is PDF file.
Nursing collaboration is important for addressing complex healthcare issues. Effective collaboration involves communication, information sharing, and working towards common goals. It can improve patient outcomes, reduce costs, and increase job satisfaction. There are different models of collaboration, such as interdisciplinary collaboration where different fields work together, and dedicated education units where students learn from clinical instructors. Developing collaboration requires competencies like communication skills, mutual respect, and conflict management. Collaboration issues can occur between nurses and other professionals or within the nursing profession.
The document discusses essential components for transforming healthcare delivery systems. It identifies leadership, collaboration, balancing regulation and creativity, health information systems, and research as key elements. It provides examples of research studying the adoption of evidence-based practices and the impact of interventions on outcomes like costs, falls, and pain management.
This document outlines the planning process for a nursing lecture. It defines planning and explains its importance. The planning process involves determining objectives, a mission statement, philosophy, goals, policies/procedures, and rules. It provides examples of these components and discusses advantages like facilitating management and minimizing uncertainties, as well as limitations like being time consuming. The conclusion emphasizes that planning gives nursing direction and allows managers to focus on goals and objectives.
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICEMental Health Center
DIFFERENT MODELS OF COLLABORATION BETWEEN NURSING EDUCATION AND SERVICE- By Bivin, J.B., & Reddemma, K. (2010). Department of Nursing, National Institute of Mental Health and Neurosciences, Bangalore.
A document prepared by Dr. Mustafa Salih, the former director of the Directorate General of Health Policy, planning and research at the Federal ministry of Health in Sudan.
Inservice education is a continuation of education for employees to develop new skills and knowledge while working. It aims to improve professional competence and performance. Inservice education includes orientation for new employees, ongoing skill training, leadership development, and continuing education. It is organized within the workplace and uses various methods like lectures, demonstrations, and on-the-job training. The goals are to keep staff up to date on best practices and new technologies in a rapidly changing work environment.
The document discusses the need for improved leadership development in medicine. It argues that health systems currently lack sufficient physician leaders to manage increasing complexity, and that traditional medical training does not emphasize the skills needed for leadership roles. These include communication, collaboration, and decision-making. The article recommends that health systems focus on identifying and developing emerging physician leaders through structured programs, rigorous selection processes, onboarding support, and ongoing feedback and mentoring to close the leadership gap in healthcare.
This article discusses approaches to setting standards for evaluating community-based health promotion programs. It presents a typology of different types of standards, including arbitrary, experiential, utility, historical, scientific, normative, propriety, and feasibility standards. The article argues that evaluations should adopt a "salutogenic orientation" focused on health, well-being and empowerment. It also stresses the importance of collaborative and participatory evaluation approaches that incorporate multiple stakeholders' perspectives. Overall, the article aims to provide a framework for setting standards that can make the evaluation process more transparent and mutually beneficial for communities and funders/policymakers.
This document discusses the role of research, leadership, and management in nursing. It defines nursing research as systematic inquiry designed to develop knowledge about issues important to nurses. Research is important as it contributes to the development of nursing knowledge, helps define nursing's unique role, and allows nurses to make more informed decisions. The document also defines leadership as the ability to influence others toward goals, and management as planning, organizing, and overseeing work. Leadership and management are needed in nursing to align nursing outcomes with organizational goals, ensure high quality care delivery, and develop a healthy work environment through staff training and access to resources. Strong nursing leadership is important at all levels of an organization.
This document discusses nursing standards and the development and importance of standards for nursing education programs. It begins by defining what standards are and their importance in nursing. It then discusses the key elements that must be addressed in nursing standards, including qualifications for nurses, nursing practice, patients, settings, and evaluation methods. The document also covers principles of standards development, frameworks, characteristics, sources, and classification of standards. Finally, it provides details on the specific standards that should be addressed for nursing education programs, including approval processes, reviews, compliance, and denial or withdrawal of approval.
The document discusses Theodore Levitt's quote that creativity involves thinking up new things while innovation is doing new things. It then provides examples of innovations in nursing education, clinical practice, and other areas to improve patient care and outcomes. Some innovations discussed include use of technology like e-learning, high-fidelity simulators, evidence-based practice, and achieving Magnet hospital status.
Professional power in healthcare comes from legal authority, regulations, codes of conduct, experience, and organizational roles. It gives professionals the capacity and expertise to achieve organizational goals through mobilizing resources and making decisions within their clinical specialties. While medicine has traditionally been the most powerful profession, collaborative teams aim to empower all professionals by sharing power and decision-making authority based on knowledge and the needs of patients. Differentials in power between professions still exist but effective collaboration requires acknowledging, recognizing, and resolving power imbalances.
This document summarizes a research study on strategies for promoting wellness among graduate counseling students. The study used a phenomenological methodology to understand students' experiences of wellness. Preliminary findings suggest students view wellness as "juggling while riding a unicycle on a tightrope" due to managing many responsibilities. Proposed strategies include incorporating wellness models in counseling education, monitoring student wellness, faculty modeling self-care, and supporting wellness through supervision and systemic changes. The study aims to understand students' definitions and experiences of wellness and influencing factors.
This document discusses evidence-based practice (EBP) and its application to a case study of a patient with diabetic peripheral neuropathy. It begins by defining EBP and outlining its key principles. It then presents the case study, formulating the clinical question using the PICO framework. It describes searching relevant literature databases using search terms derived from the PICO elements to address the clinical question. The goal is to evaluate pharmacological and alternative treatments like acupuncture for diabetic peripheral neuropathy based on the best available evidence.
On completing this chapter, you will be able to:
Describe why research is important in the nursing profession and discuss the need for evidence-based practice
Describe historic trends and future directions in nursing research
Describe alternative sources of evidence for nursing practice
Describe major characteristics of the positivist and naturalistic paradigm, and discuss
similarities and differences between the traditional scientific method (quantitative research) and naturalistic methods (qualitative research)
Identify several purposes of qualitative and quantitative research
Evidence-based practice (EBP) uses scientific evidence to determine the best practices. EBP emerged in the 1980s and started in England in the early 1990s. EBP involves using the best current evidence from research, clinical expertise, and patient preferences to make decisions about patient care. Implementing EBP requires finding and applying effective interventions through a systematic process. Barriers to EBP include lack of time, support, and research knowledge, but EBP can improve outcomes, consistency of care, and decision-making. Common models for EBP include the John Hopkins, Iowa, and Stetler models.
Collaborative issues in nursing arise due to increased medical complexity, elderly populations, and chronic illness. Collaboration between nursing education and practice is needed but challenging. Models discussed include the clinical school of nursing, practice research, and collaborative clinical education models. These aim to reduce gaps between education and practice through partnerships, research, and facilitator roles to improve patient care, nursing competence, and the profession.
COLLABORATIVE ISSUES AND MODELS IN NURSINGRuppaMercy
This document defines collaboration and discusses its importance in nursing. It provides definitions of collaboration from nursing theorists Virginia Henderson and Baggs and Schmitt. The document outlines the need for collaboration between nursing education and hospital nursing due to gaps in practical skills among new graduates. It discusses objectives, principles, characteristics, phases and types of collaboration, as well as issues that can impact collaboration within and outside of nursing. The document also summarizes several models of clinical education that aim to strengthen collaboration between academia and clinical practice settings.
This document provides a plan for a leadership project examining medication reconciliation (MR) at a hospital. The student will examine MR through the lenses of nursing standards, communication, patient safety, evidence-based research, and transformational leadership theory. They will work with their preceptor, a hospital Vice President, to evaluate challenges with MR and develop a strategic plan and evaluation tool to improve the process. The preceptor leads an MR committee that created an MR technician role, showing transformational leadership qualities. The student aims to gain knowledge to improve MR and help nurses lead healthcare changes.
The document proposes an interactive wall installation aimed at addressing social problems caused by an overreliance on technology in urban environments. It would detect people nearby and use audio prompts to encourage interaction between them. The goal is to bring people together and make them more aware of their surroundings by incorporating traditional games and communication methods in a new technological format. Research was conducted through surveys and interviews to inform the design of the installation. It would use projection mapping, programming, and motion detection to tag people as they walk by and play friendly greeting messages to initiate contact between them.
Basic Qulaity Tools/Techniques Workshop for process improvementMouad Hourani
This material includes the easiest and most applicable quality tools that could be utilized by staff nurses at the level of direct care givers. some links cant be activated as it is PDF file.
Creating a culture of continuous improvement requires having an AIM or knowing exactly what the organization is striving for.
This means the entire organization should understand the concept of excellence and continually look for ways to do things better and more efficiently, resulting in higher levels of effectiveness.
When everyone understands the aim of excellence, there’s a synergy to achieve that objective. Excellence doesn’t just happen; it’s intentional!
To achieve excellence, you need a systematic approach to improvement initiatives that result in positive change for the organization.
\nNurses play an important role in quality improvement by monitoring for adverse events and complications, and providing timely care to patients experiencing issues. Quality improvement in nursing involves reviewing data to identify areas for improvement, formulating goals, and evaluating nursing performance to improve patient care and work environment. Nurses can collect quality improvement data through various tools like patient safety surveys, error reporting, and record reviews. Common nursing quality indicators include falls, pressure ulcers, pain assessment, and staffing levels.
Know the strategic and operational plan definition
Know the role as Charge Nurse regarding strategic planning
define Nursing values and main objectives
Utilize key documents such as the KFMC Vision, Mission and HOPE Model during the planning process
This course deals with the basic concepts, principles and dimensions of quality health care, patient safety, quality standards for Health Provider Organizations and implementing a quality improvement program in the health care system. It provides students with an introduction to quality improvement science in a health care setting. The course challenges students to think in an interdisciplinary manner when problem solving for quality improvement and will provide students with models and tools for leading quality improvement initiatives in a variety of organizational settings.
Week 4 ResourcesNote To access this week’s required librar.docxhallettfaustina
Week 4 Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.
· Chapter 6, “Strategic Planning: Why It’s Not Just for the Boardroom Anymore” (pp. 105–115)
· Chapter 11, “Eight Cautionary Tales of Strategic Planning” (pp. 215–226)
Note: You are only required to read the “Hail, Hail, the Gang Is Not All Here” section of the chapter this week.
These chapters address stakeholder involvement in strategic planning.
Galunic, C., & Hermreck, I. (2012). How to help employees ‘get’ strategy. Harvard Business Review, 90(12), 24.
Retrieved from the Walden Library databases.
This article addresses the influence of senior management/leadership on employees’ understanding of and commitment to organizational strategy.
Harmon, R. B., Fontaine, D., Plews-Ogan, M., & Williams, A. (2012). Achieving transformational change: Using appreciative inquiry for strategic planning in a school of nursing. Journal of Professional Nursing, 28(2), 119–124.
Retrieved from the Walden Library databases.
The authors discuss stakeholder involvement and other aspects of the strategic planning process engaged in by the University of Virginia School of Nursing.
Murphy-Hoefer, R., Andrade, M. S., Maines, D. E., & Martin, M. (2011). Stakeholder input in establishing an evaluation plan for tobacco counter-marketing campaigns. American Journal of Health Education, 42(2), 66–73.
Retrieved from the Walden Library databases.
As you read this article, consider how stakeholder involvement may contribute to successful strategic planning.
Required Media
Laureate Education (Producer). (2013b). Case study: Mountain View Health Center [Interactive media]. Retrieved from CDN database. (NURS 6241)
This interactive multimedia piece presents a case study of an organization, with information about the types of activities per
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
Cara, C. M., Nyberg, J. J., & Brousseau, S. (2011). Fostering the coexistence of caring philosophy and economics in today’s health care system. Nursing Administration Quarterly, 35(1), 6–14.
Retrieved from the Walden Library databases.
The article addresses caring as a part of mission and philosophy and the benefits of this for nursing satisfaction and performance, patient satisfaction, quality of care, and cost reduction.
Lorenzi, N. M. (2011). AMIA’s realigned strategic plan. Journal of American Medical Informatics Association, 18(2), 203–208.
Retrieved from the Walden Library databases.
As you read this article, consider the process used to set goals and evaluate the extent to which the identified ...
Enhancing Nurse Moral Agency TheLeadership Promise of Docto.docxgreg1eden90113
This document discusses the need for Doctor of Nursing Practice (DNP) programs to focus on preparing nurse leaders with strong ethical foundations. It argues that DNP curricula should be built upon an "ethics matrix" consisting of understanding nursing goals and responsibilities, ethics language and decision-making skills, and the motivation to act ethically. This ethics matrix would provide context and stability for other skills taught in DNP programs. The document also notes contemporary challenges like cost pressures that can interfere with ethical nursing practice, and argues that DNP-prepared nurses are well-positioned to provide transformative leadership that enhances nurses' ability to advocate for patients.
Advocating for the Nursing Role in Program Design and Implementation.docx4934bk
The document discusses the role of nurses in advocating for and participating in the design and implementation of healthcare programs. It describes a successful home-based nursing program for elderly adults that improved health outcomes and reduced costs. The nurse's role in program design involves assessing patients, monitoring vital signs, and designing appropriate clinical care plans. In implementation, nurses communicate with patients, assess the program's effectiveness, and help ensure safety. Collaboration between nurses and other healthcare professionals on program design and delivery is emphasized.
Improving practice through evidence not only helps lower healthcare improve.docxwrite4
- Improving healthcare practices through evidence-based research can help lower costs, improve outcomes and safety, and increase job satisfaction for medical professionals.
- It is important to disseminate information about evidence-based practices in order to advance the healthcare system, though it often takes years for research results to be implemented in practice.
- Strategies for disseminating evidence-based practice information include unit-level education, posters, and champions to help reinforce positive results.
A Faculty Created Strategic Plan For Excellence In Nursing EducationSuzanne Simmons
This article describes a strategic planning process undertaken by a faculty group at a nursing education program in Canada. The group used an evidence-informed, iterative process to create a strategic plan for the program. They conducted a literature review on strategic planning approaches and analyzed internal and external factors. This informed the development of a vision, values, and strategic objectives. The process emphasized faculty engagement and leveraged their expertise to develop a unique strategic plan tailored to the program. The goal was to transform the curriculum to meet changing healthcare needs and prepare students for the future.
The document discusses the roles and responsibilities of a DNP-prepared nurse educator. It explores how a DNP nurse educator can teach both in academic and clinical settings while also bridging the gap between nursing education and practice. It then presents a PICOT question regarding the implementation of a diabetes self-management education program and examines strategies to address barriers to effective diabetes management.
The document discusses the roles and responsibilities of a DNP-prepared nurse educator. It compares the activities of an academic DNP nurse educator, who teaches graduate nursing students, to a clinical DNP nurse educator, who provides education in a healthcare setting. The document also proposes a case study involving implementing a Diabetes Self-Management Education and Support program to impact patients' fasting blood sugar and self-management skills over 8-10 weeks. Barriers to diabetes self-management are discussed, as well as strategies to address those barriers through various forms of patient education.
httpsfairplayforkids.orgReview 2–3 of the organizationsPazSilviapm
https://fairplayforkids.org/
Review 2–3 of the organization's current social action campaigns. (Note: You can locate the current campaigns on the home page listed under "The Latest" or from the home page selecting "Get Involved" followed by "Take Action.")
http://cdn-media.waldenu.edu/2dett4d/Walden/EDUC/6357/CH/mm/audio_player/index_week4.html
Click on Institutional Bias: "The Many Ways Institutionalized Bias Sends Messages to Children"
Running head: The Future of Nursing in Leadership 1
The Future of Nursing in Leadership
The Future of Nursing in Leadership
Phase 1 Planning
Student’s name: Yusleiby Castillo
Professor’s name: Nora Hernandez-Pupo
Date: May 26, 2022
Transitional Nursing
At all stages of their engagement, nurse-patient communication is critical. It is crucial in the initial stages of nurse-patient interaction because it establishes the context for why a patient has come to seek medical or health support. A nurse gets to hear from a patient about what led them to the medical center and what is wrong with them at the introduction stage. This is also the time when nurses may reassure their patients that they will provide all possible aid. Ethical considerations are crucial in the medical field.
During patient-nurse interactions, nurses have the opportunity to enlighten patients on their ethical obligations when it comes to the provision of medical services. Nurses and other health personnel also request agreement from patients at this point in order to perform specific operations or tests, as these procedures would not be possible without it (Jensen, 2015).
It is critical that nurses communicate with patients in a variety of ways. Nurses work with patients of all ages, genders, and cultures, as well as patients suffering from various illnesses. It is critical for a nurse to understand how to interact successfully with these patients in order to provide the best and most suitable nursing care. Nurses may choose to develop personal ties with their patients in order to better interact with them in certain situations, such as chronic diseases or while dealing with elderly patients. Kindness and compassion characterize personal interactions (Neese, 2015). The sort of communication that a nurse uses is determined by the patient's age and condition. The type of communication utilized with young patients differs from that used with adult patients. Patient-nurse communication is critical because it affects how a patient is treated.
The future of nursing in leadership
Nurses in the healthcare field are ...
Business Planning and Program Planning A strategic plan.docxfelicidaddinwoodie
This document discusses business planning and program planning. It explains that a strategic plan specifies how a program will achieve its objectives, while a business plan defines the path of a business and includes its organizational structure and financial projections. The document also discusses how the financial projection element of a business plan can impact a program's strategic planning process by influencing the program's budget. Finally, it notes that a program plan should include a funding request, as outlined in a business plan, to help secure necessary resources and facilitate achieving the program's goals and objectives.
· Analyze how healthcare reimbursement influences your nursing praLesleyWhitesidefv
· Analyze how healthcare reimbursement influences your nursing practice.
Health care is significantly changing with time, and one of these changes is how health care facilities and providers are compensated for offering service. One of these ways is through reimbursement. Health care reimbursement is the payment given to a health care facility or a health care provider for offering medical service to a patient (Torrey, 2020). This cost is often covered by a patient’s health insurer or a government payer. In health care reimbursements are beneficial because they discourage DNP-prepared nurses from establishing their own independent practices. This is because at their own practices they would receive less reimbursement under their own number than under that of a physician. If the reimbursement rates were equal more DNP-prepared nurses would establish their own practices and this would increase competition.
Due to healthcare reimbursement, models that emphasize cost-effective decisions by DNP-prepared nurses are developed. These decisions are offer patients with quality medical care rather than sacrificing the patient service quality. Innovations such as price transparency tools as well as patient engagement apps help the nursing practice during the implementation of healthcare reimbursement. The patient outcome as well as the low-cost care provided by health care providers has an influence on the reimbursement received. Health care reimbursement tends to motivate health care providers because they earn more when the care they provide is of high quality as well as low cost.
DNP- prepared Nurses' role helps Nurse Practitioners to prepare for the advancement they will encounter in their nursing career in health care. This enables them to be more competent and have more knowledge when offering quality health care. The main goal of the health care reimbursement system is to pay health care providers based on their performance. This means that being more advanced and competent is beneficial for a DNP in order to provide high-quality care to patients. This simply means that if they offer high-quality care, the reimbursement will reflect this and they will be paid more. And if they are not competent, then the reimbursement will be vice versa.
2- Examine how the value-based insurance design (VBID) influences clinical outcomes and cost issues.
The aim of value-based insurance design is to increase the quality of health care while decreasing the cost by using financial incentives to promote cost-efficient health care services and consumer choices. In order to remove roadblocks as well as maintain and improve a person’s health, health benefit plans can be developed. These plans tend to save money by reducing future expensive medical procedures. They do this by covering treatments such as prescribed drugs at a low cost or no cost, preventive care as well as wellness visits (Lexchin, 2020).
The healthcare industry is making a shif ...
Decision-Making in Nursing LeadershipNursing leadership requires.docxvickeryr87
Decision-Making in Nursing Leadership
Nursing leadership requires critical thinking and high cognitive ability as one has to make decisions regarding patient care, nurses' welfare, and team development. Nurse leaders make decisions regarding nursing practice, evidence-based practice, and points of advocacy in my organization.
While nurse leaders focus on ensuring nurses perform per the organization's expectations, they also advocate for nurses' and patients' welfare. For instance, nurse leaders had to advocate for nurses' safety, especially as they handle COVID-19 patients, ensuring they get the necessary personal protective equipment (Majers & Warshawsky, 2020). Ensuring nurses have adequate personal protective equipment further guarantees patients' safety and improves the quality of care as there is no transmission of the virus from one patient to another.
Nurse leadership focuses on issues affecting nurses, patients, and the healthcare organization. As a result, effective leadership among nurse leaders secures their decision-making on healthcare setting issues (Sfantou et al., 2017). Effective leaders identify problems in their space, gather views on how these problems can be solved, and communicate the recommendations with nurses and organizational leaders. As a nurse leader, I can be invited to the table and be an active participant in decision-making by demonstrating effective leadership and being proactive in finding amicable solutions to arising issues.
In summary, my organization makes decisions in a centralized manner where leaders decide on the way forward and communicate the recommendations to team members. While this organizational structure appears inclusive for all leaders, only effective leaders take the lead in making critical decisions regarding practice in their areas of practice.
References
Majers, J., & Warshawsky, N. (2020). Evidence-based decision-making for nurse leaders.
Nurse Leader
,
18
(5), 471-475. https://doi.org/10.1016/j.mnl.2020.06.006
Sfantou, D., Laliotis, A., Patelarou, A., Sifaki- Pistolla, D., Matalliotakis, M., & Patelarou, E. (2017). Importance of leadership style towards quality of care measures in
healthcare settings: A systematic review.
Healthcare
,
5
(4), 73. https://doi.org/10.3390/healthcare5040073
REPLY 2
In nursing, proper decision-making is essential because it aids in the collection, storage, and processing of data and the provision of knowledge and information. In carrying out and managing their activities and when working with patients, nurses depend on decisions made across all managerial levels (Namnabati et al., 2017). As one becomes more knowledgeable of the profession's decision-making process, new responsibilities and tasks emerge in the nursing sector. As a result, nurses will have to choose the right decision that best suits their needs (Ellis, 2017).Because of the scope and variety of nature programs in health care, nursing leaders must first consider the underlyin.
Respond to at least two of your colleagues in one or more of t.docxwilfredoa1
Respond
to at least
two
of your colleagues in one or more of the following ways:
Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional research.
Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional insights or contrasting perspectives based on readings and evidence.
POST 1
According to Cleary and Hunt, (2011), recent studies have shown the majority of nursing doctoral candidates are female, clinically experienced, and in their 40s or 50s at the time of starting their PhD. Based on that criteria, this writer fits exactly into that criteria. It is noted that other disciplines tend to start doctoral training much earlier (Cleary & Hunt, 2011). As a practicing nurse of 30 years, most of it as an Associate Degree nurse the recognition of the PhD nurse was seen as a profession in a nursing league of their own. According to Michael and Clochesy, (2016), the PhD in nursing was predominant throughout the 20th century with members of the academic nursing community recognizing the need for the development of knowledge to inform practice and to promote the credibility of the profession. Nursing theorists such as Jean Watson and Patricia Benner were game changers in the industry of theoretical nursing. The ability in achieving higher levels of education and in conducting research are hallmarks of professionalism (Houser, 2018).
This writer has a passion for teaching students and wants to be the best instructor she can be. She chose to go down the path of the PhD in Nursing education to increase skills and knowledge to improve what is delivered to students every day. The PhD is being pursued to separate myself from the growing amount of DNP faculty that she works with daily. Being an alumni with Walden University for the MSN, it was an easy choice to pick Walden University for the terminal degree. Michael and Clochesy, (2016), states the PhD and DNP represent complementary and alternative approaches to the highest level of educational preparation in nursing. PhD programs prepare nurse scientists to conduct original research and to generate knowledge that may be broadly applicable or generalizable using advanced research designs and statistical evaluative methods. Conversely, DNP programs prepare students for advanced specialty practice at a high level of complexity with a concurrent focus on the development of knowledge and skills required for translation of evidence to improve health outcomes and health care delivery (Michael & Clochesy, 2016).
Michael and Clochesy, (2016), also states two of the main reasons for not completing a doctoral program are financial and family stresses. Strategic plans must include financial considerations (e.g., research costs), support systems and a systemic approach to the d.
Understanding the Dynamics of Successful Health System Strengthening Interven...HFG Project
This study will conduct case studies and a cross-case analysis of six successful health system strengthening interventions supported by USAID. The objectives are to understand how the interventions were implemented, identify factors that facilitated or constrained success, determine common factors across cases, and provide recommendations for future interventions. The study will involve selecting cases, conducting case studies using documents and interviews, analyzing common themes across cases, and developing policy recommendations. A technical advisory group will provide input to ensure the study addresses USAID priorities and evidence needs.
This academic article discusses talent management strategies in healthcare administration. It notes that healthcare organizations face challenges retaining talent due to factors like an aging workforce and low CEO tenure. The article recommends that healthcare systems implement talent management best practices to ensure a steady supply of capable leaders now and in the future. This includes activities like succession planning, assessing high-potential employees, customized training, and evaluating talent programs. The article concludes that effective talent management is important for healthcare organizations to achieve their strategic goals in today's changing environment.
1
2
Women Veterans Mental Healthcare during Pregnancy
Student Name
Student Affiliation (For Example, Department + Institute Name)
Course Name and Number
Instructor Name
Date
Women Veterans Mental Healthcare during Pregnancy
Pregnancy in women veterans is often associated with anxiety, depression, and other stress disorders. The incidence of these diseases is high in women veterans due to significant endeavors during military services (Creech et al., 2019). The implementation plan for pregnant veterans includes providing financial aids and sufficient resources to improve their mental health during pregnancy. The proposed change plan comprises certain strategic interventions to reduce the ongoing incidence of mental health problems during pregnancy in women veterans.
Distinguish organizational strategies needed to implement and maintain the change plan.
The proposed change plan comprises certain modifications in the management of pregnant veterans by providing them with adequate funds, quick medical access, and paid pregnancy leaves. Similarly, the organization should pay attention to the fault lines of the already implemented plan. To maintain the change, there should be active leadership that prioritizes the success and sustenance of the change plan. The other strategy that can make the implementation plan easy and productive is empowering women veterans through effective communication and negotiation. This strategy will ultimately help to reduce the mental stress and grievances of pregnant veterans. Hence, the change plan can categorically operate.
Identify the stakeholders needed to support the implementation of the proposed plan.
The major stakeholders are healthcare professionals such as doctors, nurses, allied health professionals, paramedical staff, and pregnant veterans as a patient of prime focus for this change plan. Additionally, hospital management and leadership also play a significant role in implementing the proposed change plan (Nillni et al., 2021). Similarly, there are certain private investors and NGOs that work for the mandate of the organization and patient care. Insurance companies are also one of the key stakeholders of the implementation plan. Similarly, pharmaceutical firms and government subsidies are also supportive elements for the implementation plan. All these stakeholders will provide affordable health care costs and quality medical care for pregnant veterans.
Explain how these stakeholders are vital to implementing the change plan.
Doctors and nurses are the first-line workers to assist the patient and provide the baseline for effective implementation. Efficient staff will introduce interventions that will improve the mental health of the veterans. Similarly, the insurance companies and other private investors directly fund the patient and hospital management to increase the plan's efficacy. This strategy will ensure the safe delivery and life of the child and mother (Nillni et al., 2021 ...
1
2
Women Veterans Mental Healthcare during Pregnancy
Student Name
Student Affiliation (For Example, Department + Institute Name)
Course Name and Number
Instructor Name
Date
Women Veterans Mental Healthcare during Pregnancy
Pregnancy in women veterans is often associated with anxiety, depression, and other stress disorders. The incidence of these diseases is high in women veterans due to significant endeavors during military services (Creech et al., 2019). The implementation plan for pregnant veterans includes providing financial aids and sufficient resources to improve their mental health during pregnancy. The proposed change plan comprises certain strategic interventions to reduce the ongoing incidence of mental health problems during pregnancy in women veterans.
Distinguish organizational strategies needed to implement and maintain the change plan.
The proposed change plan comprises certain modifications in the management of pregnant veterans by providing them with adequate funds, quick medical access, and paid pregnancy leaves. Similarly, the organization should pay attention to the fault lines of the already implemented plan. To maintain the change, there should be active leadership that prioritizes the success and sustenance of the change plan. The other strategy that can make the implementation plan easy and productive is empowering women veterans through effective communication and negotiation. This strategy will ultimately help to reduce the mental stress and grievances of pregnant veterans. Hence, the change plan can categorically operate.
Identify the stakeholders needed to support the implementation of the proposed plan.
The major stakeholders are healthcare professionals such as doctors, nurses, allied health professionals, paramedical staff, and pregnant veterans as a patient of prime focus for this change plan. Additionally, hospital management and leadership also play a significant role in implementing the proposed change plan (Nillni et al., 2021). Similarly, there are certain private investors and NGOs that work for the mandate of the organization and patient care. Insurance companies are also one of the key stakeholders of the implementation plan. Similarly, pharmaceutical firms and government subsidies are also supportive elements for the implementation plan. All these stakeholders will provide affordable health care costs and quality medical care for pregnant veterans.
Explain how these stakeholders are vital to implementing the change plan.
Doctors and nurses are the first-line workers to assist the patient and provide the baseline for effective implementation. Efficient staff will introduce interventions that will improve the mental health of the veterans. Similarly, the insurance companies and other private investors directly fund the patient and hospital management to increase the plan's efficacy. This strategy will ensure the safe delivery and life of the child and mother (Nillni et al., 2021 ...
Planning, decision making, and training are important leadership skills for health professionals. Successful health leaders must be competent in these areas. Planning is especially vital as it helps organizations adapt to constant changes in their environment, technology, policies, and other factors. Leaders must develop strategic plans that include a vision and goals to guide an organization towards its desired future state. They also need to motivate and support staff as they work to implement plans and overcome obstacles. Cultural competence is also a key leadership skill, as it helps organizations provide quality care to diverse patients. Leaders must set an example of cultural competence for staff to follow.
Leadership is defined as the process through which an individual attempts to intentionally influence another individual or a group to accomplish goal . Building and sustaining oral health services that reveal the aspirations of the communities they provide has proved a most important confront all over the world. There is increasing demands on Dental professionals to identify and measure their individual impact on the outcome of patients as cost-cutting strategies have raised the thresholds for Dental hospitals to focus on patient satisfaction. This has increased the average acuity of Dental hospital patients, along with the increase in demand for Dentist leadership and patient outcomes. Dental Hospitals across the world have begun to see appropriate leadership of Dental professionals as an intervention for improving communication; collaboration skills to reduce Dental errors that direct to undesirable patient outcomes, hence Dental leaders are conscientious for creating a vision of where the Dental Hospital should go by implementing initiatives to achieve the vision of better patient outcomes. They create passion for goal accomplishment and converse employees’ roles in contributing to the Dental Hospital strategy.
Leadership practices of Dentist can positively or negatively influence outcomes for patients. Understanding the factors that contribute to leadership is fundamental to outcomes for patients. Important domains of association between Dentist leadership and patient outcomes. These are Dentist-patient relationships, Dentist-colleague relationships, Dentist-community relationships, and Dentists’ relationships to self. Relationship-centered oral health care recognizes the significance and exclusivity of each Dental staff relationship with every other, and considers these interaction to be central in sustaining high-quality care, a high-quality work environment, and better-quality organizational performance and improved patient outcomes.
Dentist leadership in the Genaral Dental practice setting is significant to ensure both best possible patient outcomes and consecutive generations of motivated and passionate Dental staff, but significant barriers to clinical leadership exist in Dental Hospital structures that preclude health care managers from clinical decision making and better patient outcomes.
Dental Hospitals and other healthcare organizations have flattened their structures with wide spans of control in an ongoing effort to reduce costs. When resources are limited, Dentist is required to share their attention across their patients, with their clinical decision to prioritize assessments and interventions. When understaffed units exist, Dentists are apparently required to reduce or skip over certain tasks, thereby rising the risk of harmful patient outcomes. The leadership relationship to patient outcomes in the work context has influence on Dentist behavior, which facilitates patient care and improved outcomes, hence strong re
This document discusses the importance of developing physician leaders to help drive healthcare alignment strategies. It notes that successful alignment requires effective physician leaders who can guide new delivery and payment models. The document outlines approaches taken by healthcare organizations to nurture physician leadership through practical, application-based training programs. These programs provide physicians opportunities to develop leadership skills by working on real organizational initiatives and projects over an extended period with guidance from executives. The goal is to prepare physicians for both formal leadership roles as well as informal roles leading quality improvement and other efforts.
Discussion 1 GeorgeIntroduction Teamwork is a significant aVinaOconner450
Discussion 1 George
Introduction
Teamwork is a significant aspect of health care delivery. With the increasing complexity and specialization of clinical care, healthcare workers have
to learn more complicated methods and procedures to achieve the desired patient outcomes. Teamwork is associated with reduced medical errors and
improve patient safety. Additionally, teamwork reduces staff burnout since a healthcare professional team is responsible for patient welfare (Zajac et al.,
2021). Various strategies are key to ensuring effective teamwork for better patient outcomes.
Strategies for effective teamwork during patient care
Effective communication across staff members of a clinical team increases teamwork efficacy, leading to improved patient outcomes. Working
towards a common goal, effective communication expands the traditional roles of each member to make decisions as a team (Zajac et al., 2021). One
particular strategy that worked for my clinical team is goal setting at the beginning of the scheduled activities so that each member has a clear purpose
for their roles for the day. Several studies also agree that goal setting provides the direction for implementing procedures and coordinated care.
Organizing regular meetings and using digital communication platforms such as emails and WhatsApp groups to convey information relating to patient
care to team members and debate suggestion is key to improving performance and, ultimately, patient outcomes.
Another effective team strategy is collaboration. By definition, health care involves multiple disciplines- nurses, doctors, and health care specialists
in different fields, working together, communicating often, and sharing resources (Zajac et al., 2021). A clinical team is made up of professionals of
different health specialities and responsibilities. Cumulatively, these differences contribute to the overall patient well-being and safety. The different
teams contribute to patient outcomes by understanding the patient presenting illness, asking them probing questions regarding their situation, making
an initial evaluation, discussing, and providing a recommendation based on their findings.
Strategies for ineffective teamwork during patient care
It is common for challenges to arise during teamwork. According to Hendrick et al. (2017), some of the most common challenges that impede a
team’s efforts to improve patient care include a lack of commitment of team members, different individual team members’ goals, and conflict
about how the team members individually relate to the patient. The input of individual members is vital to realizing the overall team’s goal. Therefore,
each member must demonstrate full commitment to the course of the team. Also, if the goals of the individual members do not align with the team’s
goal, then they might be less committed to achieving the team’s goal (Rawlinson et al., 2021). The healthcare team should help the patient understand
that their care is multidisci ...
Discussion 1 GeorgeIntroduction Teamwork is a significant a
NE-Strategic Planning FINAL
1. NURSING ECONOMIC$/September-October 2015/Vol. 33/No. 5246
W
ITH OVER 3 MILLION nurs-
es nationwide (Health
Resources and Services
Administration, 2008),
the potential of nurses to influ-
ence and shape health care is
unparalleled. Yet, a 2010 survey of
1,504 opinion leaders from gov-
ernment, health services, industry,
and education reminds us that,
though highly trusted, nurses are
not viewed as important decision
makers or revenue generators, par-
ticularly in comparison to physi-
cians (Robert Wood Johnson
Foundation [RWJF], 2010). Anec-
dotally, one of the most common
concerns voiced by nurses is the
feeling of being left out of the deci-
sion-making process – particularly
during planning. In the words of
one noteworthy physician, “…it is
essential that we do more to sup-
port nurses taking on leadership
positions and ensure that they
have a place and a voice at deci-
sion-making tables” (RWJF, 2010,
p. 1).
During the last decade, doctor
of nursing practice (DNP) pro-
grams have emerged to fill a vital
role – developing leaders in health
care. The terminal DNP degree, a
nonresearch clinical doctorate, is
focused on developing experts in
nursing “practice” (American As-
sociation of Colleges of Nursing
[AACN], 2006). Today, over 217
DNP programs are enrolling stu-
dents. Trends show continued
program growth with 97 programs
in development (AACN, 2013).
Health care has become in-
creasingly complex and turbulent.
Faculty teaching in DNP programs
face the challenges and opportuni-
ties of developing nurse leaders
who are clinical experts with the
knowledge, skills, and abilities
needed to tackle complex issues
related to health systems manage-
ment, knowledge and data man-
agement, technology, clinical re-
search, quality improvement, and
public policy.
The George Washington Uni-
versity (GW) School of Nursing
Doctor of Nursing Program, a lead-
er in distance education, affords
students the opportunity to earn a
general degree or one focused on
education, executive leadership,
health care quality, palliative care
or the family specialty for nurse
practitioners. All GW DNP stu-
dents are required to take the
“Health Enterprise” course to ac-
quire the strategic planning skills
vital in an ever-changing, complex
health environment. Executive
EXECUTIVE SUMMARY
Strategic planning and thinking
skills are essential for today’s
nurse leaders.
Doctor of nursing practice
(DNP) programs provide an
opportunity for developing
effective nurse strategists.
A well-designed strategy course
can stimulate intellectual
growth at all levels of Bloom’s
Taxonomy.
Discussion forums in online
education provide new opportu-
nities for rich interaction among
peers en route to development
of well-informed strategic plans.
An interprofessional perspec-
tive adds a rich and vital aspect
to doctoral nursing education
and it serves to inform strategic
plan development.
A roadmap for teaching strate-
gic planning to current and
future nursing leaders will guide
the integration of essential con-
tent into DNP programs.
Nancy L. Falk
Kenneth F. Garrison, Jr.
Mary-Michael Brown
Christine Pintz
Joseph Bocchino
Strategic Planning and Doctor
Of Nursing Practice Education:Developing
Today’s andTomorrow’s Leaders
NOTE: Authors’ biographical statements
and acknowledgments can be found on
the following page.
Instructions for Continuing Nursing Education Contact Hours appear on page 254.
SERIES
2. 247NURSING ECONOMIC$/September-October 2015/Vol. 33/No. 5
track students take a required
financial management course; oth-
ers may take the course as an elec-
tive. A highly successful approach
to developing doctorally prepared
nurse leaders with strategic think-
ing capacity and the knowledge,
skills, abilities, and confidence to
be effective strategists will be
described.
Literature Review
Review of the literature on
strategy and strategic planning
using CINAHL, Business Source
Complete, ERIC, MEDLINE, and
Scopus revealed few peer-review-
ed publications focused on strate-
gic planning by nurses despite the
realization strategic skills are es-
sential to health care management
(Carney, 2009; Drenkard, 2012;
Jasper & Crossan, 2012). Addition-
ally, no peer-reviewed articles
were found describing how to
approach strategic planning edu-
cation within DNP and other grad-
uate programs. Major nursing text-
books make minimal mention of
strategic planning (Marquis &
Huston, 2012; Porter-O’Grady, &
Malloch, 2013). Sare and Ogilvie
(2010) provide a more detailed
approach than most authors.
Strategic management, a criti-
cal element for organizational suc-
cess, has many definitions. Ac-
cording to Ginter, Swayne, and
Duncan (2013), strategic planning
incorporates principles of strate-
gic management and is viewed as
a “periodic process of developing
a set of steps for an organization to
accomplish its mission and vision
using strategic thinking” (p. 14). A
strategic plan generally covers a
range of 3-5 years, takes a broad
perspective, and sets the future
vision of the enterprise (Univer-
sity of Leicester, n.d.). The plan
takes into account organizational
strengths, weaknesses, opportuni-
ties, and threats (SWOT analysis)
internal and external to the organ-
ization (Swysen, Lousbergh,
Deneckere, & Vanhaecht, 2012).
Drucker (1973) notes:
Strategic planning is the con-
tinuous process of making
present entrepreneurial (risk-
taking) decisions systemati-
cally and with the greatest
knowledge of their futurity;
organizing systematically the
efforts needed to carry out
these decisions; and measur-
ing the results of these deci-
sions against the expectations
through organized systematic
feedback. (p. 125)
Drenkard (2012) views a stra-
tegic plan as a road map and “a
logical place for our focus to gen-
erate new knowledge” (p. 242).
Carney (2009) reminds us it is
important for nurses to take a stra-
tegic approach, given the expand-
ed roles filled by nurses and the
crucial nature of strategic knowl-
edge, skills, management values,
beliefs, attitudes, and organiza-
tional commitment.
Effective advocacy and en-
gagement in policy require strate-
gic thinking and planning. Jasper
and Crossan (2012) highlight the
importance of acquiring the hard
elements of strategic management,
such as organizational configura-
tion, environment, and business
context along with the soft ele-
ments of organizational develop-
ment including staff expertise,
culture, and interpersonal rela-
tionships. Drenkard (2012) notes,
an understanding of strategy and
strategic management will push
nurses to “dream bigger and reach
higher as a profession (p. 243),”
moving nurses from “reactive
response to proactive high per-
formance as nurses…” (p. 243).
Early engagement in the planning
process helps to ensure nurses are
part of crucial strategic decision
making; taking the lead instead of
having to live with strategy and an
agenda developed by others.
Carney (2009) suggests “if
nurses are given more organiza-
tional support and provided with
enhanced education in the areas
of strategy development and
strategic management, nurse man-
agers could play a much greater
role in enhancing, healthcare de-
livery” (p. 716). Mintzberg (1990),
a business thought leader, sheds
light on how to approach strategic
planning by differentiating bet-
ween the operational approach to
developing a strategic plan and
one that affords a more creative,
integrated perspective of the en-
terprise. General business and
operational planning, when done
effectively, dovetails to the overall
vision of the strategic plan.
An interprofessional view-
point adds a powerful perspective
to strategic planning. According to
the World Health Organization
(2010), “Interprofessional educa-
tion occurs when two or more pro-
NANCY L. FALK, PhD, MBA, RN, is Director, MSN Clinical Research Administration, and
Assistant Professor, School of Nursing, George Washington University, Washington, DC.
KENNETH F. GARRISON, Jr., MBA, CAE, is Executive Director, Heavy Construction
Contractors Association, Manassas, VA; and Adjunct Faculty, School of Medicine and
Health Sciences, George Washington University, Washington, DC.
MARY-MICHAEL BROWN, DNP, RN, is Vice President, Nursing Practice Innovation,
MedStar Health Columbia, MD; and Adjunct Faculty, School of Nursing, George
Washington University, Washington, DC.
CHRISTINE PINTZ, PhD, RN, FNP-BC, FAANP, is Associate Dean for Graduate Studies,
George Washington University, Washington, DC; and founding Director, George
Washington University Doctor of Nursing Practice Program.
JOSEPH BOCCHINO, EdD, MBA, is Senior Associate Dean for Health Sciences, School of
Medicine and Health Sciences, George Washington University, Washington, DC.
ACKNOWLEDGMENT: The authors thank Allegra Formento for her assistance with figure
design and Elaine Sullo for her support in manuscript development.
Strategic Planning and Doctor of Nursing Practice Education: Developing Today’s and Tomorrow’s Leaders
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fessions learn about, from and
with each other to enable effective
collaboration and improve health
outcomes” (p. 13). Goldman (2007)
explicated that strategic thinking
may be enhanced through a regu-
larly scheduled series of focused
strategic activities with a clear
purpose for each, reinforced through
colleague and peer challenges to
thinking and refinement. Inclus-
ion of an interprofessional per-
spective means strategic thinking
and strategic planning are inform-
ed by a multitude of diverse per-
spectives which adds richness
and the potential for better out-
comes.
Strategic Management and the
Doctor of Nursing Practice
The emergence of the DNP
degree has been driven by a num-
ber of factors, chief among these is
the need to develop clinical nurse
leaders who can effectively partic-
ipate in shaping the health care
system (AONE, 2011). DNP educa-
tion seeks to develop leaders, edu-
cated so they are prepared to use
knowledge to make decisions,
implement research-based prac-
tice, facilitate change within orga-
nizations, and influence health
policy.
The Essentials of Doctoral
Education for Advanced Nursing
Practice (AACN, 2006), which pro-
vide the framework for the devel-
opment of DNP curriculum, place
a strong emphasis on organization-
al and systems thinking in order to
balance productivity with quality
of care. They advocate for develop-
ing political, business, and finan-
cial acumen, skills required to ana-
lyze the practice, quality, and cost
aspects of operating an organiza-
tion, including those related to
patient care delivery. An applied
understanding of systems thinking
demonstrates insights on organiza-
tional structure, culture, conflict
resolution, change management,
and other skills related to organi-
zational behavior (Porter-O’Grady,
& Malloch, 2011). Acquisition of
the aforementioned knowledge,
understanding, and skills aggre-
gate to inform strategic thinking.
Nursing leaders, including DNP
students and graduates, must be
prepared to think strategically and
develop strategic plans to practice
strategic management effectively.
Acquisition of such skills is need-
ed to ensure patient-centered care,
informed by a nursing perspec-
tive.
Applying Bloom’s Taxonomy: Six
Levels of Intellectual Behavior in
Strategic Planning Education
Bloom’s Taxonomy, a classifi-
cation system designed to catego-
rize skills and behaviors essential
to learning (Krathwohl, 2002), can
be used as a framework for exam-
ining and understanding the value
of course activities and how they
stimulate intellectual growth. The
six cognitive levels of the taxono-
my – creating (highest), evaluat-
ing, analyzing, applying, under-
standing, and remembering (low-
est) – are listed in Figure 1. The
image displays the levels of the
Figure 1.
Applying Bloom’s Taxonomy
EducationalObjectives
CourseActivityExamples
Formulate and develop strategic plan.
Select and defend strategic priorities.
Examine and question strategic alternatives.
Appraise ideas and comments of other students.
Illustrate how new laws and policies impact a given enterprise.
Recognize and explain environmental challenges (such as new laws,
demographics, other) and potential pathways/solutions.
List stakeholders.
Recall and define key enterprise-specific information that pertains to planning.
CREATING
EVALUATING
ANALYZING
APPLYING
UNDERSTANDING
REMEMBERING
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taxonomy and examples of course
activities on each step that corre-
spond to each level.
To write a strategic plan suc-
cessfully, higher-level learning
objectives are utilized to promote
higher-level learning outcomes.
Students enter the course with dif-
ferent levels of experience with
and knowledge of the strategic
planning process. Hence, the
course is a stretch for each student
in different ways based on his or
her previous work experiences. As
an example, in strategic planning,
it is important to engage stake-
holders in the process. Yet, not all
students have a full appreciation
of the array of stakeholders. Thus,
they must first remember and list
the stakeholders (level 1) and then
articulate the interrelationships,
demonstrating comprehension
(level 2). Another assignment asks
students to gain understanding of
new laws and policies (level 2)
and then apply the laws and poli-
cies to their enterprise (level 3).
Overall, to successfully create a
strategic plan, students must con-
tinually experience intellectual
growth so that by the end of the
course they are functioning at the
highest level and, as a result, can
formulate and develop the strate-
gic plan (level 6).
The Health Enterprise Course
Within the GW Doctor of
Nursing Practice Program, all stu-
dents are required to complete
“The Health Care Enterprise” three-
credit course taught online, general-
ly in the first semester of the DNP
program. A purposeful decision
was made to offer the course in the
first semester as it immediately pre-
pares students for strategic thinking
in the program and in ac-
companying professional responsi-
bilities.
Course description and out-
comes. “The course provides an
overview of general management
business principles related to
healthcare systems with a focus
on strategic management and
strategic healthcare leadership…”
(George Washington University,
2013, p. 1).
The primary course goal/out-
come is to help each student
develop critical thinking, analyti-
cal capabilities, and creative
insights that support leadership
development in the context of
environmental changes affecting
the health care enterprise. A key
objective is for each student to
develop a strategic plan for an en-
terprise of their choosing over the
course of the 14-week semester.
The course is highly applied.
Students perform strategic plan
development based on theoretical
principles.
Historically, students have
written plans focused on a variety
of enterprises and different levels
within enterprises. For instance,
when focusing on health systems,
a student might write a plan
focused at the institution level
(nursing department), unit level
(geriatric, emergency, palliative
care), or program level (in-service
education). In academia, strategic
plans have been written for
schools or departments of nursing,
units such as skills and simulation
labs, and programs such as stu-
dent nursing organizations. The
range of opportunities is exten-
sive, including the development
of plans focused on clinics, corpo-
rate units, consulting practices,
entrepreneurial start-ups, associa-
tions, government units/programs,
and health care products/services.
Course design. The course is
designed to incorporate learning
and teaching strategies that sup-
port the cultivation of strategic
thinking. While students focus
heavily on the development of in-
dividual strategic plans for identi-
fied health care enterprises, the
process through which those
plans are developed employ ideas
set forth by Goldman (2007),
Mintzberg (1990), and Zuckerman
(2012).
Course content. Students learn
the constructs of strategic plan-
ning including topical areas such
as organizational structure, legal
and regulatory, market assess-
ment, financial and economic,
and the current and future state of
the enterprise related to both the
internal and external environ-
ments. The topical areas and key
concepts covered in the course are
included in Figure 2. One or two
topics are covered each week. In
each weekly session, all students
research, develop, and draft a sec-
tion of the plan, corresponding to
the topical areas noted. Integrating
new content and stitching togeth-
er the various sections takes place
throughout development of the
Figure 2.
The Health Enterprise: Course Topics and Key Concepts
3 Introduction to the health care enterprise and U.S. health care system
3 Overview of health care reform
3 Strategic thinking vs. strategic planning
3 Health care organizational direction and purpose
3 Assessing mission and purpose in context of health care environment and
stakeholders
3 Integrating a purpose and the environment into strategic thinking
3 Organizational structure
3 Organizational strategy – Integrating structure with need
3 Patient, customer, and payer – Assessing your marketplace
3 Legal and regulatory considerations
3 Market assessment
3 Evaluating revenues and expenses
3 Economic outlook and sustainability
3 Strategic financial priorities
3 Health care outcomes and quality improvement
3 Organizational strategy – Future state
Strategic Planning and Doctor of Nursing Practice Education: Developing Today’s and Tomorrow’s Leaders
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strategic plan. The financial course
content includes an examination
of the major sources of revenue
and expenses, developing a state-
ment of operations in the form of
an income statement. Students
examine environmental impacts
or disruptions that may impact
financial sustainability of the
enterprise. Students by no means
become financial experts. They
do, however, learn to consider
financial implications in the con-
text of strategic management.
Course participants. Students
arrive at the DNP program through
varied pathways (government, pri-
vate practice, academia, for-profit
enterprises) and with different
educational foundations (e.g.,
MSN, MBA). Some students come
to the classroom with the limited
perspective of a clinician, and oth-
ers view the material through the
lenses of first-line supervisors,
department heads, and chief exec-
utive officers.
Co-instructors serve as course
facilitators and collaborators who
guide students in the develop-
ment of a strategic plan. His-
torically, the course has been
taught with an interprofessional
perspective; one instructor is an
RN (MBA, PhD) and the other a
non-nurse with strategic manage-
ment expertise and a master’s or
doctoral degree.
Students reach out to organiza-
tional executives in their place of
employment to gain an interprofes-
sional perspective and better in-
form strategic plan development.
Professionals providing input
might include the chief executive
(CEO), financial (CFO), operating
(COO), and information (CIO) offi-
cers. Additionally, marketing, hu-
man resource, and legal/regulatory
experts are approached for input
and guidance. Though the plan is
written by the student, involve-
ment of others ensures the plan is
developed with input, feedback,
and an interprofessional perspec-
tive. Students are encouraged to
share their written work products
with those who have provided
input and guidance during and at
the conclusion of the course,
ensuring interprofessional learn-
ing takes place and that the final
product is utilized within real
enterprises to the extent possible.
Student guidance. Feedback to
students comes in various forms;
some is general and for all stu-
dents, while other guidance is
more specific to a given student’s
knowledge base, learning needs,
and choice of enterprise. Due to
differences in prior exposure to
strategic planning elements and
principles, as well as business ter-
minology, personalized student-
centered feedback is essential.
Given that each student is working
on an individual strategic plan, the
class, at large, is exposed to about
15 health-related enterprises. The
format of the course includes both
a structured framework and an ad
hoc mechanism for continuous
feedback and input from both fac-
ulty and student colleagues, rein-
forcing an interprofessional ap-
proach to strategic thinking.
Course dynamics. Drafts are
presented in electronic format
through an online classroom,
where all faculty and classmates
are able to review, question, and
critique individual drafts, ap-
proaches, and thinking. Such a
format gives students a focused
topic area for the week and yet
much latitude in which to develop
their thinking. Through the itera-
tive process of strategic planning
in the educational environment
described, students learn from
their own experiences, faculty
feedback, and, importantly, from
the work, ideas, thinking, and
writing of other course partici-
pants.
During the semester, as stu-
dents develop each plan compo-
nent, their research and work sur-
faces new information that re-
quires them to regularly update
previously drafted sections. This
process of refinement cultivates a
practice of continuous improve-
ment and analysis of whether the
current state has changed; this is a
Strategic Planning and Leadership Development:
A First-Person Account
Dr. Mary-Michael Brown, Vice President, Nursing Practice Innovation, Medstar
Health Columbia, MD, completed the Health Enterprise course during her doctor
of nursing practice studies at the George Washington University. She offers her
perspective as a professional who practices strategic thinking, decision making,
and planning daily.
As a student in the Health Enterprise course, I determined quickly that my
learning accelerated when I applied my work experience to course content. I also
learned the converse was true. As a director of a newly established department, I
realized creating a strategic plan for this new department would clarify its direction,
establish its place in the organization’s strategic plan, and serve as a unique team-
building opportunity with my associates.
In weekly staff meetings, my departmental team incrementally built our strate-
gic plan by using course content, leveraging the expert counsel of school faculty,
and considering the practical and insightful feedback from classmates. This exer-
cise had immediate benefits. First, it helped my team appreciate the importance
and significance of their work to the organization’s goals as well as clarified who
constituted our internal and external customers. Second, in order to build our plan,
I needed to discover internal resources, introduce myself to these leaders, and ask
for their guidance in developing our departmental strategic plan.
This last benefit was unexpectedly far-reaching as it increased my visibility
within my organization and offered my supervisor evidence that I could efficiently
find and use available resources and deliver a strategic plan. I was subsequently
invited to serve as a member or co-chair of organizational-wide committees, which
I believe contributed to my subsequent promotions, in relatively rapid succession,
within my organization.
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core tenet of strategic thinking and
health care quality improvement.
It may seem, to some, like the
feedback process may be the most
critical in the learning and devel-
opment of nurse leaders. Yet, it
appears most of the creativity
expressed by students occurs dur-
ing the refinement episodes of
previously drafted sections, as stu-
dents are learning to be more
effective strategic thinkers.
Mintzberg (1990) and Zuckerman
(2012) remind us that a core differ-
entiator between strategic plan-
ning and strategic thinking is the
element of creativity – only found
in strategic thinking.
The fact students review and
critique a wide array of plans pub-
licly during the same period they
are developing their own is a
strategic design element of the
course. Creativity occurs when a
student’s thinking is sparked by a
cue and new ideas emerge and are
synthesized by connecting previ-
ously considered disparate not-
ions. The course design affords
many cues to each student. Some
of these cues are directed at the
student’s own plan. Most cues
come through reviewing and lis-
tening to feedback given to other
colleagues. The propensity for
learning and developing strategic
thinking capacity within the class-
room becomes exponential.
Plan development. In devel-
oping the final plan, students
envision the future and develop a
plan that projects a conceptual
structure of the enterprise as the
health care environment contin-
ues its rapid evolution. They are
required to consider nursing prin-
ciples, guidelines, and standards,
including those developed and
disseminated by AONE, American
Nurses Association, and other
special interest groups. They are
required to map their work to the
national health care agenda. For
instance, the quality chapter is
written using the National Quality
Strategy Priorities (Agency for
Healthcare Research and Quality,
2013).
The culminating exercise in
the course is for students to take
all feedback and drafts generated
over a 14-week period and inte-
grate them into their final plan for
submission. The plans are typical-
ly 30-60 pages and supported with
elaborate financial and quality
metrics, and organizational dia-
grams and data. A key focus in
recent years has been a push for
students to demonstrate the ability
to integrate the various compo-
nents of the document effectively.
Such a focus on integration chal-
lenges students’ strategic thinking
capacity and has yielded, over
time, an increasingly higher cal-
iber of plan, reflecting higher lev-
els of strategic thinking.
Student performance. The
final course grade consists of three
components: preliminary submis-
sion of early chapters (15%), dis-
cussion forum participation
(30%), and final plan submission
(55%). The students are evaluated
on their discussion participation
based on a rubric with five crite-
ria: substance/content of scholarly
writing, applicability; clear con-
nections to real life situations;
uniqueness (new ideas and con-
nections); timeliness and frequen-
cy; and inclusion of evidence in
the form of scholarly citations. For
the final plan grade, students earn
points for each of the eight
required chapters. Effectiveness in
exchanging ideas with and assist-
ing peers is factored into discus-
sion forum grading.
The plans and the students’
overall performances are evaluated
from multiple perspectives. Parti-
cipation measured by timely draft-
ing of key components is a base-
line measure of performance. Such
participation is weighted heavily
toward student review and feed-
back of other plans, and clear
demonstration of strategic think-
ing skills in the feedback process.
The quality of a student’s initial
draft is considered equally impor-
tant as the quality of feedback
offered to colleagues through cri-
tique and advice. Follow-through
and incorporation of such feed-
back is expected and evaluated.
Each student arrives in the
classroom with a different level of
baseline knowledge; this is taken
into account in the assessment
process. In general, we find the
students with the least amount of
skill show the most progress. The
students with the most skill at the
beginning often assist in course
facilitation and advance their
leadership skills while employing
their strategic thinking skills. We
believe this phenomenon in the
first semester of any student’s
DNP program sets the pattern for
continuous growth and develop-
ment that may last well beyond
the completion of the academic
program.
Evaluation
Ongoing assessment of course
effectiveness is measured. Assess-
ment of learning takes place by
way of formative evaluation dur-
ing the course. Instructors gauge
student progress and make modi-
fications to teaching to help each
student develop the desired skills.
As an example, the preliminary
submission of early chapters is
used as an opportunity to examine
a student’s forward progress and
to provide feedback that indicates
potential changes that will sup-
port the most effective forward
progress. At the end of the course,
each plan is graded and marked
with instructor comments and a
point total based on the quality of
work, inclusion of all the required
sections, and a cohesive, integrat-
ed final plan that could be used
within the student’s enterprise.
Students are asked to share the
lessons learned in narrative form
through the discussion forum.
Feedback is utilized to make future
course modifications. Throughout
the course and long after, students
provide feedback to instructors
and fellow students as they share
excitement of strategic planning
successes, including being assign-
ed to strategic planning teams or
volunteering to participate, driven
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by increased knowledge and con-
fidence.
Utilization of Discussion Forums
in Strategic Planning Education
Teaching nurses strategic plan-
ning is all-important, whether in a
traditional classroom environ-
ment or via distance education.
Various methods offer different
benefits. One of the most signifi-
cant benefits of teaching strategic
planning online is the availability
of a 24-hour per day, 7-day per
week discussion forum. Busy
nurses with challenging schedules
can sign on, day or night, to partic-
ipate asynchronously. The use of
the discussion forum as a platform
to dialogue among peers affords
experiences similar to those des-
cribed by Goldman (2007). Most
notable, all students in the class-
room are exposed to the general
work experiences of other diverse
students. As such, students not
only develop their thinking about
their own strategic enterprise,
they also co-learn as they gain
understanding about the enter-
prises of their colleagues. The dis-
cussion forum provides the stu-
dents with four levels of interac-
tion that Goldman (2007) des-
cribes as essential for developing
strategic thinking. Students are
most comfortable operating at a
personal level of interaction, dis-
cussing their own experiences and
situating most learning within a
context that is familiar to them.
The “rules” of the classroom re-
quire students to weigh-in, con-
tribute, and challenge the thinking
and planning of their colleagues.
Most students participate freely,
allowing strategic thinking to
emerge from the focused, yet un-
structured discussions, per the clas-
sic work of (Mintzberg, Raisinghani,
& Thoret, 1976). This process inte-
grates the interpersonal and orga-
nizational levels of interaction
(Goldman, 2007). As students
incorporate experiences of their
colleagues into the dialogue about
their own enterprises, and address
the real threats of health care
reform, the final level of interac-
tion referred to by Goldman as
external is realized in the class-
room.
The different experiences and
perspectives of others, varied lev-
els of interaction, and variety of
strategic enterprises together
amplify the potential impact on
each student’s development. Key
outcomes from over 5 years of
teaching this course include: (a)
transformed students’ thinking
and confidence about whether or
not they have the capacity to think
strategically; (b) real-time and
documented evidence of student
progress on critical and integrative
thinking skills; (c) enhanced stu-
dent appreciation for other profes-
sions and practices that may be
different from what they have
known; (d) patterned strategic
thinking (Mintzberg, 1990) that
develops from weekly participa-
tion and articulation of strategic
ideas through cycling the material
in an organized way.
Through the Eyes of Instructors
One of the most rewarding
aspects of teaching this course is
the qualitative experience of read-
ing a discussion thread that pro-
gresses over a series of days, ad-
vancing to higher levels of critical
thinking and synthesis. The docu-
mented evidence not only high-
lights the individual’s progres-
sion, the discussion thread illumi-
nates the learning across the class-
room.
Facilitation of the discussion
is critical to bridging differences
and fostering growth opportuni-
ties among the students. A com-
mitted effort from the instructor to
work with each student is vital,
though labor intensive. The strate-
gic planning process requires iter-
ative cycling and reworking of
assumptions, ideas, and incorpo-
ration of new information. Astute
engaged instructors help the stu-
dents to develop. The approach
taken in this course’s virtual class-
room provides ample time for
each student to develop comfort-
ableness and to engage. Partici-
pation in the process is paramount
to thinking strategically. The inter-
professional nature of the course
is instrumental in gaining strategic
thinking skills as students transfer
strategic thought from one context
to another, modifying and synthe-
sizing new ways of looking at a
familiar world.
Drafting, critiquing, and ulti-
mately integrating a series of
strategic plans through collective
review and feedback, between the
plan developer, fellow students,
and faculty facilitators, clearly
benefits each student. Perhaps the
strongest evidence to our claim is
in the quality of plans and the
demonstrated potential that the
course yields desired outcomes. In
recent years, students have turned
their plans into real enterprises
after course completion.
Implications
Often, formal strategic plan-
ning education is offered only
within nursing leadership and ad-
ministration programs. Yet, strate-
gic thinking, management, and
planning and the requisite under-
standing, skills, and savvy are im-
perative if all nurses are to engage
in decision making with other
health and non-health care profes-
sionals, practicing to the full ex-
tent of their education and train-
ing (Institute of Medicine, 2011).
With content expertise, strategy
skills, and confidence, nurses are
better situated and have the poten-
tial to be more influential and
impactful in using their verbal
and written skills to be effective in
decision making and planning for
the provision and delivery of
accessible, affordable, and high-
quality patient care.
Nursing leaders from all as-
pects of health care benefit from
learning to think and manage
strategically. For instance, when
nurse educators gain strategy
skills, they are better prepared to
apply what they learn to planning
efforts within their school or pro-
gram, or in external service roles.
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When advanced practice nurses
engaged in direct patient care
understand strategic management,
they are poised to influence and
direct strategic efforts where they
practice. Alternatively, they may
use what they learn to develop a
strategic plan en route to setting
up a private practice or health-
related business. Equal arguments
can be made about strategic man-
agement and planning on behalf of
nurses working in for-profit enter-
prises such as corporations and
nonprofit enterprises such as gov-
ernment, think tanks, research
organizations, and many others. In
all cases, nurses with strategic
savvy are valuable and poised to
be effective contributors on strate-
gic planning teams and task for-
ces. Our experience is that those
who complete the Health Enter-
prise course standout positively in
their work environment and be-
come a resource for others en-
gaged in strategic planning efforts.
Viewed in an economic prism,
the Health Enterprise course
requires DNP program graduates
to not only understand the chang-
ing fiscal environment, but formu-
late strategies to provide services
in a world that is constantly seek-
ing means to “bend the cost
curve” in a downward arc. The
graduates of the course leave with
a comprehension of how environ-
mental challenges, often in the
form of new rules and regulations,
might impact their individual
practice areas and thus require
continuous adjustments to remain
within the required fiscal con-
straints of the new environment.
Summary
The integration of a significant
strategic planning exercise within
DNP education can be powerful in
the development of confident,
knowledgeable nurse leaders to
help ensure a healthy future for
patients, families, and society.
This article provides a roadmap to
assist others in integrating essen-
tial content into DNP programs.
Imagine what 3 million nurses
with knowledge, skills and abili-
ties, earned trust, and full engage-
ment and participation in decision
making, from planning through
implementation and evaluation,
could do to influence and shape
the future of health care. With
strategic planning expertise, the
possibilities for impacting the
future of nursing and health care
are limitless. $
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ADDITIONAL READING
Mintzberg, H., & Waters, J.A. (1985). Of
strategies, deliberate and emergent.
Strategic Management Journal, 6,
257-272.
Strategic Planning and Doctor of Nursing Practice Education: Developing Today’s and Tomorrow’s Leaders
SERIES