NR703 Week 1 Building Leadership Capacity Discussion

NR703 Week 1 Building Leadership Capacity Discussion Example

According to Squazzo (2019), an effective leader is defined as someone with effective communication, strong relationship-building skills, adaptability, innovation, and accountability.  My two strongest leadership competencies include adaptability and effective communication.  An example of effective communication as a nurse practitioner working in the hospital or critical care setting is the ability to coordinate care across a multidisciplinary team of healthcare professionals.  Each of these professionals has their own role and responsibilities, and in order to work effectively with different team members, one may need to adjust a communication style in order to better collaborate with a team member (Marshall and Broome, 2021). 

My two biggest areas to develop as a leader include lack of focus and taking on too many tasks when leading a team.  An example of taking on too many tasks can include managing too large of a caseload while also taking on administrative tasks or completing paperwork.  This in turn can lead to a lack of focus, burn-out, and reduced job satisfaction. Sometimes I find myself saying “yes” to too many tasks and spreading myself too thin to do an effective job at the tasks.

Leadership and management are often used interchangeably, but they are distinct concepts. According to Lush (2021), management is about planning, organizing, coordinating, and controlling resources to achieve specific objectives, while leadership is about influencing people to follow a vision, inspiring them to give their best, and creating an environment that enables them to achieve their full potential.

While both management and leadership are important for the success of an organization, they require different skills and behaviors.  Management is more focused on the operational aspects of an organization, while leadership is more about inspiring and motivating people toward a common goal (Lush, 2021). As a leader, this focus is more on inspiring and motivating people toward a common goal, while a manager focuses on planning, organizing, and controlling resources to achieve specific objectives (Lush, 2021). Both skills are necessary for the success of an organization, and a good leader should also have strong management skills and vice versa

Integrating emotional intelligence (EI) into leadership identity involves developing self-awareness, empathy, and self-regulation (Goleman, 1998; Maqbool et al., 2017).  Leaders who have a high degree of emotional intelligence are better able to understand their own emotions and those of others, communicate effectively, manage conflict, and build strong relationships (Goleman, 1998; Maqbool et al., 2017). Maqbool et al. (2017) found that emotional intelligence, along with project managers’ competencies and transformational leadership, significantly impacted project success. Emotional intelligence was found to be positively associated with project success, suggesting that leaders who possess high levels of EI are more likely to lead successful projects (Goleman, 1998; Maqbool et al., 2017).

NR703 Week 1 Building Leadership Capacity Discussion References

Goleman, D. (1998). Working with emotional intelligence. Bantam Books.

Marshall, E. S., & Broome, M. E. (2021). Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company.

Lush, M. (2021). The leadership versus management debate: What’s the difference? The Institute of Management New Zealand. https://www.imnz.co.nz/the-leadership-versus-management-debate

Maqbool, R., Ye, S., Manzoor, N., & Rashid, Y. (2017). The impact of emotional intelligence, project managers’ competencies, and transformational leadership on project success: An empirical perspective. Project Management Journal, 48(3), 58-75. https://doi.org/10.1177/875697281704800304

Squazzo, J. D. (2020). Defining moment for leadership: How CEOs are leading successfully. Healthcare Executive, 35(6), 20-22.

Week 1 Building Leadership Capacity Discussion

Purpose

The purpose of this discussion is to examine your leadership skills, determine your leadership gaps, explore developmental opportunities, and differentiate between a leader’s strengths and a manager’s skills.

Instructions

Reflect on your personal and professional experience using the lessons in Week 1, your NR703 Self-Reflection: Performance Behaviors of Transformational Leaders, and the Strengths-to-Strategy Plan results. Address the following:

1. Describe and give examples of your two strongest leadership competencies and two most significant leadership gaps, weakness, or developmental opportunities. (1 paragraph)
2. Describe and explain how your leadership strengths differ from management skills or behaviors. (1 paragraph)
3. Describe how you will integrate emotional intelligence into your leadership identity and how this may impact the characteristics of your followers. (1 paragraph)

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO 6)
2. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
3. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 2: Building Translation Science through Leadership Presence

Sample Week 2 Transformative Leader Presence Discussion Dr. Dickson and Colleagues,

Understanding that the leadership characteristics discovered in Week 1 are different competencies than management skills, I will describe how I might accomplish the following:

1. Engage the project team through leadership competencies.
2. Use mindfulness as a component of emotional intelligence to lead the project team.
3. Influence an environment that will sustain the practice change.

• Engage the project team through leadership competencies.

Leadership is essential in moving the needle to a more engaged team. In doing so, through leadership competencies I can increase the engagement levels of the project team. Team engagement, is by far one of the most important aspect in leading a project team as team member engagement strongly predicts performance. With this said, I will elicit feedback by always talking to my project team to find out how they are doing. In addition take their proposals and solicit new ways of doing things in order to make progress on changes as this will make the members of the project team feel valued.

Asking for feedback and not willing to address them will lead to the unintended consequence is disengagement (Ruiter, 2019). Communication is the cornerstone of engagement. It will be especially important to communicate during times of stress and uncertainty to empower my project team. This will be achieved by Emotional Intelligence (EI). EI allows leaders to communicate well and make decisions that are best for all the organizations members (Barinua et al., 2022).  

Competence as a leader implies managing people, problems, and complex situations while managing your own stress.  I will demonstrate empathy to engage my project team. The number one driver of engagement is trust in leadership and the best way to build trust is to show concern about the wellbeing of my team members. Also, in keeping a positive attitude the project team members will mirror my behavior.

• Use mindfulness as a component of emotional intelligence to lead the project team.

Mindfulness is an extension of emotional intelligence that will promote my successful leadership of the project team. Mindfulness meditation has proved to be effective in increasing the well-being of those who practice it, leading to better mental health, self-care and job satisfaction (Jiménez-Picón et al., 2021). Maintaining an open-hearted awareness of my thoughts, emotions, bodily sensations, and environment in the present moment (Bunting, 2016) is essential in leading my project team.

Nadler et al. (2020) endorses that mindfulness training enhances the traits of emotional awareness, increases resilience, promotes a positive mood, and improves leadership competencies, especially creativity and decisiveness. By utilizing mindfulness to lead the project team I will be able to reduce burnout, which can manifest as emotional exhaustion, depersonalization and a reduced sense of personal accomplishment (Jiménez-Picón et al., 2021).

The reduction of burnout leads to a better performance at work, which is reflected in better communication with project teams, higher sensitivity to teams’ experiences, clearer analysis of complex situations and emotional regulation in stressful contexts (Jiménez-Picón et al., 2021). Being mindful will help me to build trust amongst the project team members.  I will achieve this by creating an environment where team members consistently feel supported and have the resources and time they need to prioritize their tasks, build healthy collaborations, and have open and positive communications.

Mindfulness teaches non-judgment. In being non-judgmental of me and non-judgmental of others when things do not turn out optimally, me and the project team will refrain from judging ourselves as failures. Rather, shift our stance from failure to feedback to determine what we can learn from this situation in order to move forward.

• Influence an environment that will sustain the practice change.

To boost productivity and quality, it is necessary to motivate an environment that will sustain practice change. This includes keeping the lines of communication open between me and the project team. To Influence the environment that will sustain the practice change I will take the time to explain to my team why the change is happening, and what it will look like in practice.

I will make myself open to questions, hold team meetings, and invite project team members to come see me and talk through their concerns or thoughts in a neutral atmosphere. I will create a road map to help the project team understand how does the change play into the organization’s history, and how is it going to shape its future. Laying this out will clearly demonstrate the thought and strategy behind the change, and will help the project team see how it fits into, or is evolving from, what they’ve become accustomed to.

I will also invite participation as giving project team members the opportunity to participate in, or give feedback on decisions can be a really positive strategy. Project team members will be appreciative for the chance to make their voices heard, and it will also be a great way to get different perspectives and understand impacts I might not have thought of otherwise.

Above all else, I will focus on maintaining and exemplifying the qualities of a great leader. I will inspire my team; demonstrate strategic thinking; be open-minded and flexible; and show my project team that they can depend on me to have their best interests at heart. A strong leader can help their team weather the storms of change with confidence and clear-sightedness, no matter how challenging they might be.

Reference

Barinua, V., Chimere-Nwoji , C, C., & Ford, H. O. (2022). Manager’s emotional intelligence and team effectiveness: A theoretical review. Saudi Journal of Business and Management Studies. DOI: 10.36348/sjbms.2022.v07i05.001

Bunting, M. (2016). The mindful leader: 7 practices for transforming your leadership, our organization and your life. John Wiley & Sons Australia, Ltd.

Jiménez-Picón, N., Romero-Martín, M., Ponce-Blandón, J. A., Ramirez-Baena, L., Palomo-Lara, J. C., & Gómez-Salgado, J. (2021). The relationship between mindfulness and emotional intelligence as a protective factor for healthcare professionals: Systematic Review. International Journal of Environmental Research and Public Health, 18(10), 5491. https://doi.org/10.3390/ijerph18105491

Nadler, R., Carswell, J. J., & Minda, J. P. (2020). Online mindfulness training increases well-being, trait emotional intelligence, and workplace competency ratings: A randomized waitlist-controlled trial. Frontiers in Psychology, 11, 1-19. https://doi.org/10.3389/fpsyg.2020.00255

Ruiter, P. J. A. (2019). Disengagement in health care: Today’s new culture. Canadian Journal of Physician Leadership. https://cjpl.ca/disen.html

Week 2 Transformative Leader Presence Discussion

Discussion

Purpose

The purpose of this discussion is to apply leadership skills, including mindfulness, to manage and sustain a practice change project.

Instructions

Understanding that the leadership characteristics you discovered in Week 1 are different competencies than management skills, describe how you might accomplish the following:

1. Engage the project team through leadership competencies.
2. Use mindfulness as a component of emotional intelligence to lead the project team.
3. Influence an environment that will sustain the practice change.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 2 Organizational Needs Assessment Assignment

Purpose

The purpose of this assignment is to identify a practice problem based on an organizational needs assessment, including the identification of the practice gap and formulation of the practice question. This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the first part of a 3-part assignment submitted in Weeks 2, 5, and 7. You will receive corrective feedback from your course faculty on the Week 2 and Week 5 assignments that you will use to prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project. **No DNP practicum project will be approved for implementation until the second practicum course, NR-705 Project & Practicum II

Instructions

Complete the Organizational Needs Assessment: Practice Gap Identification Table on a healthcare organization of your choice. This will be submitted as Table 1.

• Link (Word doc): Organizational Needs Assessment: Practice Gap Identification Template.

Include the following in your paper:

1. Introduction
   1. Introduce the topic and establish the importance of an organizational needs assessment.
   2. Present a clear purpose statement.
   3. Create an organizing (outline) statement for the paper that matches the required level 1 headings (except for listing the conclusion).
2. Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem by explaining these elements:
   1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
   2. Identify the key stakeholders (decision-makers).
   3. Explain the practice problem as would be identified by the stakeholders.
3. Practice Gap
   1. In 1-2 organized paragraphs, summarize your findings in table 1, the Organizational Needs Assessment: Practice Gap Identification. Ensure the table is placed after the reference list starting on its own page with the heading Table 1.
4. Practice Question: Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICOT):
   1. Population: Describe the specific characteristics of the population that is the focus of the intervention.
   2. Intervention: Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2) which was initiated in NR-716, describe the evidence-based intervention. There should be a total of three (3) references listed in Table 2 for this assignment. If necessary, add one research study or systematic review to support your intervention unless one already exists on the table from your previous courses.
   3. Comparison: State “compared to current practice” for the purposes of this assignment.
   4. Create and explain specific outcome measurements based on the current evidence you have collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2). If needed, add one research study or systematic review that supports your proposed outcome measurements. The source can be the same one that was used to support the intervention as long as it speaks to measurable outcomes. There should be a total of three (3) references listed in Table 2 for this assignment.
   5. Time: Time frame for the project implementation. (Practicum projects are typically 8 – 10 weeks long).
   6. State the Practice Question. Example: (P) For the critical care team in X hospital’s ICU, (I) does the implementation of the medical sepsis protocol (C) compared to the current practice (O) reduce the incidence of medical sepsis diagnoses in ICU patients as measured before and after the intervention (T) over a 10-week period?
5. Conclusion
   1. Recap the paper’s purpose statement and organizing (outlining) statement of the three level 1 headings (not including the conclusion).
   2. Draw major conclusions from the body of your paper.
   3. Summarize the importance of effective communication for the DNP-prepared nurse in performing the practice gap and problem identification.
6. References
   1. Create the reference page.
   2. Ensure each reference has a matching citation.
   3. Include a minimum of three (3) scholarly references (all three references on the Johns Hopkins Table should be included).
7. Tables
   1. Add the completed Table 1 & Table 2 after the reference list. For directions on how to copy a table in Microsoft Word go to the following link:
      • Link (webpage): Move or Copy a Table.
      • Table 2, the Johns Hopkins Individual Evidence Summary Tool, is attached (after Table 1) & completely filled out with at least three (3) quantitative research studies at a minimum. (NOTE: a minimum of three [3] references should be included on the reference list, including those in Table 2).

Table 1: Organizational Needs Assessment: Practice Gap Identification

What is currently happening in the practicum site that causes the problem?	What should be happening in the practicum site based on current evidence*?	What do the stakeholders (decision-makers) identify as the gap between what is currently happening and what should be happening (this is your practice gap)?	Why is there a gap in practice? What factors are contributing to the gap in practice?	What evidence* do you have to demonstrate there is a practice gap (e.g., NDNQI, AHRQ Quality Indicators, National Hospital Quality Measures, HCAHPS, Joint Commission ORYX®, etc.)?
*Reference & citation required.
[Add text]	[Add text]	[Add text]	[Add text]	[Add text]
[Add text]	[Add text]	[Add text]	[Add text]	[Add text]

PICOT Problem Statement:

P (Population – example: For critical care team in X hospital ICU…)

I (Intervention – example: Does the implementation of the medical sepsis protocol…)

C (Comparison – example: Compared to current practice). NOTE: “C” is most commonly used for research projects, not DNP translation science projects. “C,” or Comparison intervention, is implied for DNP projects, although you will see instances where the C does not apply.

O (Outcome, measurable – example: Reduce the incidence of medical sepsis in patients as measured before and after…)

T (Time – Usually 8-10 weeks for a DNP practicum project)

Review the rubric below for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the Canvas Resources menu under the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

1. Use the standard APA Paper Template (located in the Canvas Resources: Writing Center) to format this assignment.
2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before constructing the assignment.)
3. Use the title, “Organizational Needs Assessment,” for your project and construct a title page using the APA paper template.
4. Use the following prescribed Level 1 headings for this paper (do not include the outline letters):
   1. Problem
   2. Practice Gap
   3. Practice Question
   4. Conclusion

Writing Requirements (APA format)

• Length: 3-4 pages (not including title page, references page, or attachments)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics
• CARE Plan paragraph development structure

Program Competencies

This assignment enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

Rubric

W2 Assignment Grading Rubric

W2 Assignment Grading Rubric

Criteria

Ratings

Pts

This criterion is linked to a Learning Outcome Introduction

Requirements:
1. Introduce the topic and establish the importance of an organizational needs assessment.
2. Present a clear purpose statement.
3. Create an organizing statement for the paper that matches the level 1 headings (except for listing the conclusion).

10 pts

Includes all requirements and provides an in-depth introduction.

9 pts

Includes 2 requirements and/or provides a sufficient introduction.

8 pts

Includes 1 requirement and/or provides a partial introduction.

0 pts

Provides an undeveloped introduction.

10 pts

This criterion is linked to a Learning Outcome Problem: Using the information that you gathered on the Organizational Needs Assessment: Practice Gap Identification (Table 1), describe the practice problem.

Requirements:
1. Describe a specific location (hospital unit, community health clinic, surgical suite, primary care practice).
2. Identify the key stakeholders (decision makers).
3. Relate the practice problem identified by the stakeholders.

30 pts

Includes all requirements and provides an in-depth description of the problem.

27 pts

Includes at least 2 requirements and/or provides a sufficient description of the problem.

24 pts

Includes at least 1 requirement and/or provides a partial description of the problem.

0 pts

Provides an undeveloped description of the problem.

30 pts

This criterion is linked to a Learning OutcomePractice Gap

Requirements:
1. In 1-2 organized paragraphs, summarize your findings in Table 1, the Organizational Needs Assessment: Practice Gap Identification

2. Include a thoroughly completed Organizational Needs Assessment: Practice Gap Identification Table as Table 1, placed after the reference list.

30 pts

Includes Table 1 and provides an in-depth summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).

27 pts

Includes Table 1 and provides a sufficient summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).

24 pts

Includes no Table 1 and/or provides a partial summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).

0 pts

Provides no Table 1 and/or an undeveloped summary of the Organizational Needs Assessment: Practice Gap Identification (Table 1).

30 pts

This criterion is linked to a Learning Outcome Practice Question: Define and briefly explain the project’s intended population, evidence-based intervention, and measurable outcomes (PICO).

Requirements:
1. Population. Describe the specific characteristics of the population that is the focus of the intervention.
2. Intervention. Citing evidence listed in the Johns Hopkins Individual Evidence Summary Tool (Table 2), which was initiated in NR-716, describe the evidence-based intervention.
3. Comparison: State “compared to current practice” for the purposes of this assignment.
4. Outcome. Create and explain specific outcome measurements based on the current evidence collected in the Johns Hopkins Individual Evidence Summary Tool (attached as Table 2, placed after Table 1).
5. Time. State the time length for the project (i.e., 8-10 weeks).
6. State the Practice Question.
7. Table 2, the Johns Hopkins Individual Evidence Summary Tool, is attached & completely filled out with at least three (3) quantitative research studies at a minimum. (NOTE: all three [3] references should be included on the reference list).

40 pts

Includes Table 2 and all data requirements and provides an in-depth summary of the practice question.

36 pts

Includes Table 2, no fewer than 5 of the requirements, and provides a sufficient summary of the practice question.

32 pts

Includes Table 2, no fewer than 4 of the requirements, and provides a partial summary of the practice question.

0 pts

Includes no attached Table 2, fewer than 4 of the requirements, and/or provides an undeveloped summary of the practice question.

40 pts

This criterion is linked to a Learning Outcome Conclusion

Requirements:
1. Recap the paper’s purpose and organizing (outline) criteria that revisit the three level 1 headings (not including the conclusion).
2. Draw major conclusions from the body of your paper.
3. Summarize the importance of effective communication competencies for the DNP-prepared nurse in performing the practice gap and problem identification.

10 pts

Includes all requirements and provides an in-depth summary in the conclusion.

9 pts

Includes at least 2 requirements and/or provides a sufficient summary in the conclusion.

8 pts

Includes at least 1 requirement and/or provides a partial summary in the conclusion.

0 pts

Provides an undeveloped summary in the conclusion.

10 pts

This criterion is linked to a Learning Outcome References

Requirements:
1. Create the reference page using the APA template and the Chamberlain Guidelines for Writing Professional Papers.
2. Ensure each reference has a matching citation that follows the formatting guidelines in the APA manual/Chamberlain Guidelines for Writing Professional Papers.
3. Include at least three (3) scholarly references at a minimum (including those from the Johns Hopkins Table)

10 pts

Includes all requirements of the reference section, at least three scholarly references with matching citations, and the reference page is formatted without errors.

9 pts

Includes at least 2 requirements for the reference section, and/or the reference page is formatted with 1-2 errors.

8 pts

Includes 2 requirements for the references, and/or the reference page is formatted with several errors.

0 pts

Includes fewer than 1 requirement for the reference section, and/or the reference page is formatted with multiple errors.

10 pts

This criterion is linked to a Learning Outcome APA Style and Organization for Scholarly Papers

Requirements:
1. Use prescribed level I headings for section organization.
2. Format the paper using APA formatting conventions.
3. Length of APA formatted paper is 3-4 pages (excluding title page, reference page, and tables).

10 pts

Includes all requirements of APA style and standards.

9 pts

Includes 2 requirements of APA style and standards.

8 pts

Includes 1 requirement of APA style and standards

0 pts

Includes no requirement of APA style and standards that conforms to APA style.

10 pts

This criterion is linked to a Learning Outcome Clarity of Writing

Requirements:
1. Use of standard English grammar and sentence structure.
2. No spelling errors or typographical errors.
3. Organized and logical presentation of ideas in paragraphs (CARE Plan), sentences, and phrases

10 pts

Includes all requirements of clarity of writing.

9 pts

Includes 2 requirements of clarity of writing.

8 pts

Includes 1 requirement of clarity of writing.

0 pts

Includes no clarity of writing requirements that conform to standard English (APA) style.

10 pts

NR703 Week 3: Leading Interprofessional Teams

Foundations for Learning

Start your learning this week by reviewing the following:

Interprofessional Education Collaborative. (2011). The core competencies for interprofessional collaborative practice. 

Interprofessional Education Collaborative. (2016). The core competencies for interprofessional collaborative practice: 2016 update.

World Health Organization. (2010). Framework for action on interprofessional education and collaborative practice.

Required Articles

Scan the following articles on Professional Practice Models:

Al-Ruzzieh, M. A., & Ayaad, O. (2020). Nursing professional practice model development, implementation, and evaluation at an international specialized cancer center. JONA, 50(11), 562-564. https://doi.org/10.1097/NNA.0000000000000937

Miles, K. S., & Vallish, R. (2010). Creating a personalized professional practice framework for nursing. Nursing Economic$, 28(3), 171-189.

• Please review the figure on page 172 of this seminal article.

Olender, L., Capitulo, K., & Nelson, J. (2020). The impact of interprofessional shared governance and a caring professional practice model on staffʼs self-report of caring, workplace engagement, and workplace empowerment over time. JONA: The Journal of Nursing Administration, 50(1), 52-58. https://doi.org/10.1097/NNA.0000000000000839

Review the following images/drawings of nursing professional practice models and consider how you would create a similar one:

Keleekai-Brapoh, N., & Toresco, D. (2020). Anchoring a professional practice model: Success through collaboration. Nurse Leader, 18(6), 552-556. https://doi.org/10.1016/j.mnl.2020.08.007

Week 3 References

Al-Ruzzieh, M. A., & Ayaad, O. (2020). Nursing professional practice model development, implementation, and evaluation at an international specialized cancer center. JONA, 50(11), 562-564. https://doi.org/10.1097/NNA.0000000000000937 

American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. https://www.aacnnursing.org/Portals/42/AcademicNursing/pdf/Essentials-2021.pdf

American Nurses Credentialing Center. (2020). Magnet model—Creating a magnet culture. https://www.nursingworld.org/organizational-programs/magnet/magnet-model/

Interprofessional Education Collaborative. (2020). What is Interprofessional Education (IPE)? https://www.ipecollaborative.org/about-ipec.html

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1

Josi, R., Bianchi, M., & Brandt, S. K. (2020). Advanced practice nurses in primary care in Switzerland: An analysis of interprofessional collaboration. BMC Nursing, 19(1), 1-12. https://doi.org/10.1186/s12912-019-0393-4

Miles, K. S., & Vallish, R. (2010). Creating a personalized professional practice framework for nursing. Nursing Economic$, 28(3), 171-189.

Silverstein, W., & Kowalski, M. O. (2017). Adapting a professional practice model: Follow these steps to ensure nurse engagement and interprofessional collaboration. American Nurse Today, 12(9). https://www.americannursetoday.com/adapting-professional-practice-model/

Thomas, K. W., & Kilmann, R. H. (2007). Thomas-Kilmann conflict mode Instrument: Profile and interpretive report. Xicom, Inc. http://www.lig360.com/assessments/tki/smp248248.pdf

NR703 Week 3 Leading Interprofessional Teams Discussion

Purpose

The purpose of this discussion is to explore your interprofessional collaboration skills to sustain a practice change project, manage conflict, and apply a professional practice model effectively.

Instructions

DNP-prepared nurses typically lead and manage interprofessional teams, departments, divisions, and healthcare organizations. Refer to the interactive exercise from this week’s lesson and respond to the following:

1. Determine what strategy you can envision using as a DNP-prepared nurse to sustain project improvements through intra- and interprofessional collaboration.
2. Using the Thomas-Kilmann Conflict Mode model, describe your typical reactionary style of conflict management and what you need to develop to deal with conflict in a collaborating mode, as guided by one of the interprofessional collaboration models.
3. Propose how a professional practice model might overcome barriers to leading a practice change project in an interprofessional environment.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Sample NR703 Week 3 Leading Interprofessional Teams  Discussion

Hello Dr. D and class, 

Determine what strategy you can envision using as a DNP-prepared nurse to sustain project improvements through intra- and interprofessional collaboration. 

Once a practice change project has been implemented, sustainability will be the focus of the project.  Intra- and interprofessional collaboration from the planning stages through implementation will help to sustain the project.  I am fortunate that as a palliative nurse practitioner I am part of an intra-disciplinary team and thus am used to working collaboratively with multiple disciplines.   We are all on the same medical team, but we are in different disciplines – nurses, nurse practitioners, physicians, chaplains and social workers. I have learned a lot working in this style of team and I believe it will help me with my project implementation.

I know that my ability to understand and respect the roles of others and to recognize them as the experts in their role will be reflected in the success of the practice change project. Clear and consistent communication with the team will also be necessary and I plan to ask my team the best way for them to receive communications and to adapt to the responses. Continuing to build relationships through trust and collaboration  

Using the Thomas-Kilmann Conflict Mode model, describe your typical reactionary style of conflict management and what you need to develop to deal with conflict in a collaborating mode, as guided by one of the interprofessional collaboration models. 

Relationships will be integral to implementing a practice change project, and so will be awareness of the conflict that is inevitable with relationships. My response to potential conflict can affect the successful outcome of the project. Steen & Shinkai (2020) discuss an example of conflict in the healthcare workplace and how understanding the Thomas-Kilmann Conflict Model is useful to conflict resolution. The Thomas-Kilmann Conflict Model recognizes five unique responses to conflict that emphasize agenda or relationship or a combination of both (avoiding, competing, compromising, accommodating, collaborating). 

People can have any of these responses in different situations but tend to gravitate towards one they are most comfortable with.  Steen & Shinkai (2020) allow that some of the responses are more effective with different types of conflict, so none are inherently “good” or “bad”.  Since any of these five responses can be appropriate for different situations, Steen & Shinkai (2020) advocate that recognizing and mastering all these styles is important for effective leadership.  Most of the time my own reaction to conflict is collaboration — a method to protect my relationships as they are very important to me.

Collaboration comes naturally to me as my palliative medicine team by its nature is highly collaborative both within the team and with the rest of the patient care teams. If there is conflict that I fear will hurt relationships and there is no other way around it, I tend to sacrifice my own wishes (accommodation) to make others happy. As Steen & Shinkai (2020) discussed, I can remember specific instances when I have had each of these reactions including more assertive means for conflict resolution as the situation required swift and decisive action in order to protect a patient (competing). 

In general, my response to conflict should always ensure that I’m taking into account everyone else’s opinion and also valuing it. I like to address conflict quickly as it makes me uncomfortable, and likely if I’m more patient, the most appropriate conflict reaction would become apparent.  

Propose how a professional practice model might overcome barriers to leading a practice change project in an interprofessional environment. 

Potential barriers to implementation of a practice change project are considered in the planning stages of the project, although some barriers that weren’t anticipated are likely to arise during the process.  Using a practice professional model can help overcome barriers that are encountered.

I work for Northwestern Medicine at one of their Magnet hospitals and the nursing model that we use is called the “Northwestern Medicine Interprofessional Relationship Based Care Model”. This professional practice model is pictured below and intertwines interprofessional collaboration among interdisciplinary teams with safety, quality and innovation/research while also encompassing the healthcare systems values which are based on the motto “patient first”. (Northwestern Medicine, 2023).  

I will use this practice model in implementing my project as it can help overcome barriers as it stresses the importance of interprofessional collaboration in order to improve patient outcomes and safety. I work in a Magnet hospital (one of the first in Illinois) and was one of the writers of our first Magnet re-designation documents (when the entire submission was paper and had to measure “x” height), and therefore I am comfortable and confident in using the Northwestern Medicine practice professional model. Working in a research-based facility with a highly collaborative culture will also help me overcome barriers.  

References 

Northwestern Medicine (2023). Delnor Hospital professional practice model. https://www.nm.org/for-medical-professionals/for-nurses/nursing-at-delnor-hospital/delnor-professional-practice-model.  

Steen, A. & Shinkai, K. (2020). Understanding individual and gender differences in conflict resolution: A critical leadership skill. International Journal of Women’s Dermatology, 6(1), 50–53. https://doi.org/10.1016/j.ijwd.2019.06.002. 

NR703 Week 4: Leading Through Ethical Relationships

Week 4 References

American Nurses Association. (2015). Code of ethics for nurses with interpretive statements. American Nurses Publishing. https://www.nursingworld.org/coe-view-only

Groenwald, S. L. (2018). Designing & creating a culture of care for students & faculty: The Chamberlain University College of Nursing Model. National League for Nursing.

Juujärvi, S., Kallunki, E., & Luostari, H. (2020). Ethical decision-making of social welfare workers in the transition of services: The ethics of care and justice perspectives. Ethics & Social Welfare, 14(1), 65-83. https://doi.org/ 10.1080/17496535.2019.1710546

Kempf, A. (2020). If we are going to talk about implicit race bias, we need to talk about structural racism: Moving beyond ubiquity and inevitability in teaching and learning about race. Taboo: The Journal of Culture & Education, 19(2), 115-132.

Nicholson, J., & Kurucz, E. (2020). Relational leadership for sustainability: Building an ethical framework from the moral theory of “Ethics of Care.” Journal of Business Ethics, 156(1), 25-43. https://doi.org/10.1007/s10551-017-3593-4

Sorbello, B. (2008). The nurse administrator as caring person: A synoptic analysis applying caring philosophy, Ray’s ethical theory of existential authenticity, the ethic of justice, and the ethic of care. International Journal for Human Caring, 12(1), 44-49. https://doi.org/10.20467/1091-5710.12.1.44 

The National Academies Press. (2017). Communities in action: Pathways to health equity. https://doi.org/10.17226/24624

NR703 Week 4 Leading Through Ethical Relationships Discussion

Purpose

The purpose of this discussion is to prepare the DNP-prepared nurse leader to guide social justice reform.

Instructions

For this discussion, address the following:

1. Identify a health inequity in your healthcare setting, community, or population.
2. Propose how you could address this identified healthcare inequity describing attributes of an effective leader guiding a healthcare team.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Sample NR703 Week 4 Leading Through Ethical Relationships Discussion

Dr. Dickson and class,

An example of a health inequity within a healthcare facility would be the judgement that is passed on patients that are actively battling addiction or have a past history of addiction. After the delivery of a baby, it is expected that our patients are uncomfortable and will need pain medication to help with the discomfort they are experiencing. However, if the patient has a history of substance abuse, it is not uncommon for those providing care to make comments such as “they must be drug seeking or of course they want the strong medication”.

The moment a comment like that is made as a leader it is clear to me that there is bias present that will affect the quality of care being delivered. Having stigmatizing attitudes and thoughts towards a patient who may use drugs such as, the belief they are unfit to parent, they do not care about their baby, they should have their parental rights taken away, negatively impacts the care they receive (Weber et al., 2021). Addressing this issue is important to ensure high quality care is provided to all patients regardless of their history and situation. 

As a leader, discovering this example of inequity I believe would need to be addressed immediately. Having strong communication and interprofessional relationships with the team will allow for conversations to be had to understand where one maybe coming from. However, after that, providing education about the mission of the organization, about bias and inequities, putting the patients health first and illustrating how that correlates with healthcare outcomes would be something I would like to do with the team.

Each individual as their own opinions, work experiences and personal experiences that guide them in their thoughts and actions. A strong leader is able to recognize that but at the same time build up the team to be the best they can be while breaking down the inequities that exist. The challenge is that there is a significant amount of data that shows the existing disparities that exists but there is a strong need of evidenced-based recommendations for the interventions to be used to improve health equality needs (Kovach et al., 2019). Remembering that there is room for growth in all of us and being able to self-reflect on our own ideas and bias that may exist can open up avenues to the way we practice in healthcare.

– Maggie    

References

Kovach, K.A., Lutgen, C.B., Callen, E.F., & Hester, C.M. (2019). Informing the American academy of family physician’s health equity strategy – an environmental scan using the delphi. International Journal for Equity in Health, 18(97), 1-12. doi:10.1186/s12939-019-1007-1. 

Weber, A., Miskle, B., Lynch, A., Arndt, S., & Acion, L. (2021). Substance use in pregnancy: Identifying stigma and improving care. Substance Abuse and Rehabilitation, 12, 105-121. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8627324/pdf/sar-12-105.pdf

NR703 Week 5: Leading Innovation with Creative Solutions

Week 5 References

Babcock, C. (2020, March 14). COVID-19 how to use one ventilator to save multiple lives [Video]. YouTube. https://www.youtube.com/watch?v=uClq978oohY

Castro, B. (2020, March 30). North Texas company offering ventilator alternatives [Video file]. NBCDFW News. https://www.nbcdfw.com/news/coronavirus/north-texas-company-offering-ventilator-alternatives/2342307/

Christensen, C. M. (1997). The innovator’s dilemma: When new technologies cause great firms to fail. Harvard Business Review Press.

de Jongh, F. H. C., de Vries, H. J., Warnaar, R. S. P., Oppersma, E., Verdaasdonk, R, Heunks, L. M. A., & Doorduin, J. (2020). Ventilating two patients with one ventilator: Technical setup and laboratory testing. ERJ Open Research, 6(2). http://doi.org/10.1183/23120541.00256-2020

Dunn, R. (2020). Adaptive leadership: Leading through complexity. International Studies in Educational Administration, 48(1), 31-38.

Gabrielson, R., & Edwards, K. (2020, March 26). Desperate hospitals may put two patients on one ventilator. That’s risky. ProPublica [Online newsletter]. https://www.propublica.org/article/desperate-hospitals-may-put-two-patients-on-one-ventilator-thats-risky

Johnson, J. E., & Rulo, K. (2019). Problem in the profession: How and why writing skills in nursing must be improved. Journal of Professional Nursing, 35(1), 57-64. https://doi.org/10.1016/j.profnurs.2018.05.005

Miller, J. J., Grise-Owens, E., Drury, W., & Rickman, C. (2018). Teaching note—Developing a professional writing course using a holistic view of competence. Journal of Social Work Education, 54(4) 709-714. https://doi.org/10.1080/10437797.2018.1474152

Ramalingam, B., Nabarro, D., Oqubuy, A., Dame, R. C., & Wild, L. (2020, September 11). 5 principles to guide adaptive leadership. Harvard Business Review. https://hbr.org/2020/09/5-principles-to-guide-adaptive-leadership

Rogers, E. M. (2003). Diffusion of innovations (5th ed.). Free Press.

Shellenbarger, T., & Gazza, E. A. (2020). The lived experience of nursing faculty developing as scholarly writers. Journal of Professional Nursing, 36(6), 520-525. https://doi.org/10.1016/j.profnurs.2020.04.016

NR703 Week 5 Leading Through Innovation Discussion

Purpose

The purpose of this discussion is to explore leading through innovation, creating new opportunities, and leveraging the creativity of others.

Instructions

For this discussion, review the Week 5 lesson and construct and explain a strategy for one (1) of the following:

1. Create an environment that fosters innovation and creativity.
2. Propose how the use of adaptive leadership will affect your leadership identity.
3. Identify how you could improve your leadership communication across interprofessional teams.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

Week 5Leading Practice Change Projects

Assignment

Purpose

The purpose of this assignment is to create a leadership approach to address the hypothetical DNP practicum project described practice gap identified in the Week 2 assignment.  The approach focuses on three specific DNP-prepared nurse leadership skills:

• Interprofessional collaboration
• Communication
• Leadership ethics

This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the second part of a 3-part assignment submitted in Weeks 2, 5, and 7. You will receive feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.

Instructions

Include the following in your paper:

1. Introduction
   1. Introduce the paper’s topic and establish its importance.
   2. Present a clear purpose statement.
   3. Provide the reader with a brief organizing statement of what will be discussed in the paper using the level 1 heading topics.
   4.   NOTE: The introduction should present each requirement in relation to your proposed or hypothetical DNP practicum project described in the Week 2 assignment.
2. Interprofessional Collaboration in Leading Project Teams: Create your approach to implementing your hypothetical practice change project, described in the Week 2 assignment, with an interprofessional team, including a description of how you will manage the following challenges (One paragraph each):
   1. Creating a project environment of mutual respect and shared values
   2. Facilitating team roles and flexibility to perform effectively in the project
3. Communication Comportment (professional behavior) in Project Management: Create a guideline for your professional communication to serve you in the hypothetical practice change project, described in the Week 2 assignment. Include the following considerations (One paragraph each):
   1. Verbal and non-verbal communication competencies at a doctoral level
      • Communicating leadership through verbal & nonverbal comportment (professional behavior)
      • Creating alignment of verbal and nonverbal messages
   2. Written professional communication
      1. Writing with leadership tone and style
      2. Using standard English
      3. Creating summary and synthesis in writing
   3. Leadership Ethics: Discuss how you will create a consistent image of ethical comportment in your hypothetical practice change project described in the Week 2 assignment, including the consideration of the following (One paragraph each):
      1. Balance an Ethic of Justice with an Ethic of Care in your leadership style.
      2. Create a conflict resolution approach for the project team management of issues such as disagreements or bullying.
      3. Lead social justice change within the project environment (i.e., countering structural inequities, addressing implicit and explicit bias, combating social injustices, and applying cultural humility).
   4. Conclusion
      1. Recap the paper’s purpose statement and organizing (outlining) statement criteria that revisits the three level 1 headings (not including the conclusion).
      2. Draw major conclusions from the body of your paper.
      3. Summarize the importance of effective communication for the DNP-prepared nurse in leading your practice change project.
   5. References (minimum of 2 scholarly, peer-reviewed sources)
      1. Create the reference page.
      2. Ensure each reference has a matching citation.
      3. Support your discussion by using evidence from at least two (2) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for the two sources in this assignment. However, you may use other gray materials for additional sources if you need them. Hint: Search other than nursing journals for sources of evidence.

Review the rubric for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

1. Use the APA Paper Template (located in the Canvas Resources: Writing Center) to format this assignment.
2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before constructing the assignment.)
3. Use the title, “Leading Practice Change Projects,” for your paper & format the title page by using the APA paper template.
4. Use the following prescribed Level 1 and level 2 headings for this paper (Do not include the lettered/numbered outline here:):
   1. Interprofessional Collaboration in Leading Project Teams
      • Creating a climate of mutual respect and shared values
      • Facilitating team roles and flexibility to perform effectively
   2. Communicating Comportment in Project Management
      • Verbal and non-verbal communication competencies at a doctoral level
      • Written professional communication
   3. Leadership Ethic
      • Balance an ethic of justice with an ethic of care
      • Create a conflict resolution approach
      • Lead social justice change within the project environment
   4. Conclusion

Writing Requirements (APA format)

• Length: 4-6 pages (not including title page, references page, or attachments)
• 1-inch margins
• Double-spaced pages
• 12-point Times New Roman
• Headings & subheadings
• In-text citations
• Title page
• Reference page
• Standard English usage and mechanics
• CARE Plan paragraph development structure

Program Competencies

This assignment enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

NR703 Week 6: Leading Translational Science

Required Textbooks

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 1
• Read Chapter 6
  • Section: Interprofessional Collaboration

Dang, D., & Dearholt, S. (2018). Johns Hopkins Nursing Evidence-Based Practice: Model and guidelines. Sigma Theta Tau International.

• Read Chapter 3

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 2
  • Section: Rogers’s Diffusion of Innovation Model
  • Section: Knowledge-to-Action Model
  • Section: Promoting Action on Research Implementation in Health Services Model

Required Articles

Scan the following articles on Professional Practice Models:

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258.

Additional Resources

Review the following additional resources for further exploration of the weekly topics/concepts:

HGS Concepts. (2017, May 16). Neuroscience and leadership [Video]. YouTube. https://youtu.be/cq4nUqEHiIA

Strategy + Business. (2016, December 1). How strategic leaders use their brain [Video]. YouTube. https://youtu.be/T6h1b4ZtLG4

Week 6 References

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed). Springer Publishing Company. https://doi.org/10.1891/978082613505

Fayol, H. (1949). General and industrial management (C. Storrs, Trans.). Pitman Publishing.

Fox, E. M., & Urwick, L. (1940). Dynamic administration: The collected papers of Mary Parker Follett. Pitman Publishing.

Greenleaf, R. K. (2002). Servant leadership: A journey into the nature of legitimate power and greatness (25th anniversary edition). Paulist Press.

Hersey, P. (1985). The situational leader (4th ed.). Warner Books.

Hersey, P., & Blanchard, K. H. (1977). Management of organizational behavior: Utilizing human resources (3rd ed.). Prentice-Hall.

Maslow, A.H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

McGregor, D. (1960). The human side of enterprise. McGraw-Hill Book Company, Inc.

Mintzberg, H. (1973). The nature of managerial work. Harper & Row.

Porter-O’Grady, T., & Malloch, K. (2011). Quantum leadership: Advancing innovation, transforming healthcare (3rd ed.). Jones & Bartlett Publishers.

Taylor, F. W. (2014). The principles of scientific management (1911 edition reprint). Martino Fine Books.

Waters, T., & Waters, D. (Eds.). (2015). Weber’s rationalism and modern society: New translations on politics, bureaucracy, and social stratification (T. Waters & D. Waters, Trans.). Palgrave-Macmillan.

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

Wood, J. C., & Wood, M. C. (2004). George Elton Mayo: Critical evaluations in business and management. Routledge.

NR703 Week 6 Effective Leadership Styles Discussion

Purpose

The purpose of this discussion is to synthesize the concepts from historical organizational management models, leadership frameworks, and interprofessional collaborative competencies to create your own approach to effective leadership styles.

Instructions

For this discussion, think of a problem you have seen in your current or previous place of employment and address the following:

1. Provide examples of how you as a transformational leader within an interprofessional team would address the practice problem.
2. Provide examples of how you as a transactional leader within an interprofessional team would address the practice problem.
3. Which leadership style do you think would be most effective in addressing this problem? Explain why.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
4. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 7: Leading Healthcare’s Management Priorities

Week 7 References

Dang, D., & Dearholt, S. (2018). Johns Hopkins nursing evidence-based practice: Model and guidelines. Sigma Theta Tau International.

Porter-O’Grady, T., & Malloch, K. (2018). Quantum leadership: Creating sustainable value in healthcare (5th ed.). Jones & Bartlett Learning.

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

NR703 Week 7 Leading & Managing High-Value Healthcare Discussion

Purpose

The purpose of this discussion is to identify a practice problem and examine the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.

Instructions

For this discussion, review the lesson for this week and identify a practice problem. Using the practice problem, address the following:

1. Investigate the material and human resources needed to support a fiscally responsible practice change solution to address the practice problem.
2. Analyze the role of the advanced practice nurse in addressing the solution.
3. Propose strategies for project leadership.

Construct your responses using the CARE Plan method.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Dates

• Initial Post: By 11:59 p.m. MT on Wednesday
• Follow-Up Posts: By 11:59 p.m. MT on Sunday

NR703 Week 7 Professional DNP Leadership Capacity Assignment

Purpose

NOTE: This assignment must use the provided Paper Template which is found in this Link (Word doc): Week 7 Assignment Paper Template.

The purpose of this assignment is to demonstrate your leadership capacity to manage a practice change project. You will create a collective manuscript that incorporates the revised Week 2 and Week 5 assignments with an additional section that you will create this week.

This assignment will allow for the assimilation of professional leadership competencies in project management as a DNP-prepared nurse. Assignment content supports professional formation, communication, and dissemination skills relevant to the DNP-prepared nurse.

Please note that this is the third part of a 3-part assignment submitted in Weeks 2, 5, and 7. You have received feedback from your course faculty on the Week 2 and Week 5 assignments, which you should use to revise and prepare the Week 7 assignment.

NOTE: All NR703 assignments and their requirements should be discussed in relation to your proposed or hypothetical DNP practicum project.

Instructions

Use the provided Week 7 Assignment Paper Template and include the following:

1. Introduction: The organizing introduction is the first paragraph that does the following:
   1. Introduce the paper’s topic and establishes its importance.
   2. Present a clear purpose statement.
   3. Create a brief overview (outline statement) for the combined paper using the three primary Level 1 headings.
2. Integrate the Week 2 corrected content under the first Level 1 heading, “Organizational Needs Assessment.”
   1. Don’t forget to include the discussions of Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool). Both tables must be referred to in the paper’s content.
   2. Include the required level 2 headings (as they are on the template):Practice Gap
      1. Problem
      2. Practice Gap
      3. Practice Question
   3. Integrate the Week 5 corrected assignment content under the second Level 1 heading, “Leading the Practice Change Project,” using the following level 2 headings (Note: level 3 headings for sub-topics are recommended):
      1. Interprofessional Collaboration in Leading Project Teams
      2. Communicating Comportment in Project Management
      3. Leadership Ethics
   4. Create the content to place under the third Level 1 heading, “Leading Practice Change Teams with Innovation and Effective Management,” using the following level 2 headings:
      1. Leading Through Innovation
      2. Integrating Leadership and Management Models
      3. Managing Materials and Human Resources
   5. Conclusion
      1. Recap the paper’s purpose statement and brief overview (outline statement) for the combined paper using the three level 1 headings (don’t include “conclusion”).
      2. Draw major conclusions from the body of your paper.
      3. Summarize the paper’s relevance to the practice change project.
   6. References (minimum of 4 scholarly, peer-reviewed sources)
      1. Create a reference page.
      2. Include the references from the first two papers that you have used in this paper if they are still used.
      3. Ensure each reference has a matching citation.
      4. Support your paper by using evidence from at least four (4) scholarly peer-reviewed journal article sources (preferably research or systematic reviews) that are retrieved from the Chamberlain library databases. Do not use the internet, textbooks, government sources, or organizational websites for these four sources in this assignment. However, you may use other gray materials for additional sources if you need them.
   7. Attach the revised Table 1 (Organizational Needs Assessment: Practice Gap Identification) and Table 2 (Johns Hopkins Individual Evidence Summary Tool) from the Week 2 assignment as displayed on the Week 7 Assignment Template

Review the rubric for the grading criteria.

APA Guidelines

Use the current Publication Manual of the American Psychological Association (APA Manual) and the Chamberlain Guidelines for Writing Professional Papers: Graduate Programs (located in the APA Basics section of the Writing Center) to complete this assignment. Follow these guidelines when completing each component. Contact your course faculty if you have questions.

1. Use the NR703 Week 7 Assignment Template provided to insert your content for this assignment.
   1. Link (Word doc): Week 7 Assignment Paper Template.
   2. Personalize the title page by adding your name and the session month and year of the course where indicated.
   3. The title is already provided for you in the template.
2. Turn on Grammarly to check the correctness of the grammar and punctuation as you write. (Note: if you have not already done so, please download the free version at Grammarly.com before the construction of the assignment.)
3. Note: Because this assignment builds on the materials used in the Weeks 2 and 5 assignments as well as several discussions, similarities are expected; therefore, Turnitin will not be routinely used in this cumulative assignment. However, papers may be reviewed in Turnitin if the instructor deems it necessary.
4. Use the following prescribed Level 1 and Level 2 headings, which are already provided in the template, for this paper (level 3 headings are encouraged where needed):
   1. Organizational Needs Assessment
      • Problem
      • Practice Gap
      • Practice Question
   2. Leading the Practice Change Project
      • Interprofessional Collaboration in Leading Project Teams
      • Communicating Comportment in Project Management
      • Leadership Ethics
   3. Leading Practice Change Teams with Innovation and Effective Management
      • Leading Through Innovation
      • Integrating Leadership and Management Models
      • Managing Materials and Human Resources
   4. Conclusion

Writing Requirements (APA format)

• Length: 8-12 pages for accumulated paper (not including the  title page, references page, or tables)
• Use the Week 7 Assignment Paper Template that is formatted with the following APA conventions
  • 1-inch margins
  • Double-spaced pages
  • 12-point Times New Roman
  • Headings & subheadings
  • Title page
  • Reference page
  • Table 1 and Table 2
  • In-text citations
• Standard English usage and mechanics
• CARE Plan paragraph development structure
• Revisions based on course faculty feedback from Week 2 and 5 Assignments

Program Competencies

This assignment enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This assignment enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Due Date

• By 11:59 p.m. MT on Sunday
• Late Assignment Policy applies

NR703 Week 8: Transformational Leading as a DNP-Prepared Nurse

Required Textbooks

Broome, M. E., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company.

• Read Chapter 1
  • Section: What Is Transformational Leadership?

White, K., Dudley-Brown, S., & Terhaar, M. (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing Company.

• Read Chapter 6
  • Section: Translation of Evidence for Leadership

Zaccagnini, M., & Pechacek. (2021). The Doctor of Nursing Practice essentials: A new model for advanced practice (4th ed.). Jones & Bartlett Learning.

• Read Chapter 6
  • Section: Strong Leadership

Required Articles

Scan the following articles on Professional Practice Models:

Ghur, N., Lebek, B., & Breitner, M. H. (2019). The impact of leadership on employees’ intended information security behaviour: An examination of the full‐range leadership theory. Information Systems Journal, 29(2), 340-362. https://doi.org/10.1111/isj.12202

Pearson, M. M. (2020). Transformational leadership principles and tactics for the nurse executive to shift nursing culture. The Journal of Nursing Administration, 50(3), 142-151. https://doi.org/10.1097/NNA.0000000000000858

Additional Resources

Review the following additional resources for further exploration of the weekly topics/concepts:

42 Fresh Ideas. (2018, March 4). 30 The Leadership Challenge [Video]. YouTube. https://www.youtube.com/watch?v=HMvwaFVlu8I

Week 8 References

Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: An examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. Leadership Quarterly, 14, 261-295. https://doi.org/10.1016/S1048-9843(03)00030-4

Avolio, B. J. (2011). Full range leadership development. Sage Publications.

Avolio, B. J., & Bass, B. M. (1991). Manual for the full range of leadership. Bass, Avolio & Associates.

Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons, Inc.

Marshall, E. S., & Broome, M. E. (2021). Chapter 1: Frameworks for becoming a transformational leader. In M. E. Broome & E. S. Marshall (Eds.), Transformational leadership in nursing: From expert clinician to influential leader (3rd ed., pp. 3-34). Springer Publishing Company. https://doi.org/10.1891/9780826135056

Watson, J., Porter-O’Grady, T., Horton-Deutsch, S., & Malloch, K. (2018). Quantum caring leadership: Integrating quantum leadership with caring science. Nursing Science Quarterly, 31(3), 253-258. https://doi.org/10.1177/0894318418774893

NR703 Week 8 Reflection on Learning and Practice Readiness Discussion

Purpose

The purpose of this discussion is to reflect on your own readiness to practice as a DNP-prepared nurse and consider what you learned in this course and how this knowledge will impact your practice.

Instructions

Each week, you have been reminded that reflective inquiry allows for expansion of self-awareness, identification of knowledge gaps, and assessment of learning goals. As you reflect on your own readiness to practice as a DNP-prepared nurse, it is important to consider what you learned in this course.

As you review the course outcomes and your experience in this course, address the following:

1. Analyze and evaluate how your thinking was challenged in this course related to transformational leadership to influence contemporary organizations
2. Considering this new knowledge, examine how this learning prepares you to practice collaboratively as an innovative DNP-prepared nurse.

Please click on the following link to review the DNP Discussion Guidelines on the Student Resource Center program page:

• Link (webpage): DNP Discussion Guidelines.

Program Competencies

This discussion enables the student to meet the following program competences:

2. Applies organizational and system leadership skills to affect systemic changes in corporate culture and to promote continuous improvement in clinical outcomes. (PO 6)
3. Appraises current information systems and technologies to improve health care. (POs 6, 7)
4. Creates a supportive organizational culture for flourishing collaborative teams to facilitate clinical disease prevention and promote population health at all system levels. (PO 8)

Course Outcomes

This discussion enables the student to meet the following course outcomes:

1. Compare and contrast theories of organizational behavior and leadership. (PCs 2, 4; PO6)
2. Investigate the role of advanced nursing practice in innovation and transformation to propose solutions impacting healthcare systems. (PCs 2, 4; PO 6)
3. Differentiate attributes of effective leaders and followers in influencing healthcare. (PCs 2, 4; PO 6)
4. Assimilate attributes for interprofessional collaboration across healthcare settings. (PC 6; PO 8)
5. Formulate selected strategies for leadership and influence across healthcare systems. (PC 6; PO 8)

Also Read: NR703 FerdinandAkontai Applied Organizational and Leadership Concepts