THE UNIVERSITY OF MANITOBAFACULTY OF NURSING

FOUR YEAR BACCALAUREATE PROGRAM

Academic Year 2011 - 2012

COURSE SYLLABUS

NURS 4310

Nursing Leadership: Issues and Practices

AO2

Tuesdays 12:30 to 14:20 360 Helen Glass Centre for Nursing

Wednesdays 13:30 to 16:20360 Helen Glass Centre for Nursing

TERM

September -December, 2011

COURSE LEADER: Verna C. Pangman RN., MEd., MN.

NURS 4310 Nursing Leadership: Issues and Practices

Course Leader: Verna C. Pangman RN., MEd., MN.

Office: Room 469 Helen Glass Centre

Office Hours: TBA

Note: If students wish to see the course leader on an individual basis, please call. A mutually convenient date and time will be arranged.

E-mail: Verna_Pangman@umanitoba.ca

Note: The Faculty of Nursing requires all e-mail correspondence to be professionally written. Please provide your complete name and student number at the end of the e-mail. E-mail correspondence will be responded during regular working hours.

HEALTH PROMOTION ACROSS THE LIFESPAN

The four year undergraduate curriculum at the Faculty of Nursing is developed within a framework of health promotion across the lifespan. The framework can be accessed at Faculty of Nursing Homepage, Student Area

Today nurse leaders must take measures to ensure that changes taking place in the health care system reflect the primary health care model with emphasis on health promotion practices for individuals across the life span.

COURSE DESCRIPTION

PURPOSE OF THE COURSE

In this course students will have the opportunity to examine the concepts of leadership and leadership development within the context of nursing practice and the health care environment. Students are provided with a framework which can be used to analyze contemporary nursing and health care issues and to develop strategies to resolve the issues. There will be opportunities to practice the political skills required to give voice and leadership to nursing issues. In addition, the content of the course and various learning opportunities will contribute to the achievement of

Entry Level Competencies for Registered Nurses in the areas of Professional Responsibility and Accountability, Specialized Body of Knowledge, Ethical Practice, and Service to the Public.

COURSE OBJECTIVES

Upon the successful completion of this course and through effective participation in the learning activities, the student will be able to:

Appraise and critically analyze his/her own leadership style. Examine strategies that can be used to develop their leadership competencies. Describe the professional perspective of nursing and its influence on current nursing practice. Analyze and examine current issues and trends in nursing and health care utilizing a given

framework. Demonstrate the utilization of tools at the beginning level for political action. Demonstrate critical inquiry processes in relation to new knowledge and technologies that

change enhance or support nursing practice (competency 6). Use basic conflict resolution strategies in which situations of conflict are transformed into

healthier interpersonal interactions (competency 10). Question as necessary and challenge and take action on questionable orders, decisions or

actions (competency 13). Demonstrate awareness about emerging global health issues (competency 26). Understand the significance of nursing informatics and other information communication

technology used in health care (competency 31). Identify effects of own values, beliefs and experiences concerning relationships with clients

(competency 82). Use a principled ethical reasoning and decision-making process to address situations of

ethical distress and dilemmas (competency 90). Demonstrate a basic knowledge about the structure of the health care system at all levels

(competency 97). Support professional efforts in nursing to achieve a healthier society (competency 106). Demonstrate awareness of healthy public policy and social justice (competency 107). Demonstrate understanding of the mandates of regulatory bodies, professional associations

and unions (competency 110). Demonstrate knowledge of the registered nursing profession as a self-regulating and

autonomous, profession mandated by provincial/territorial legislation to protect the public (competency 111).

Collaborates with all members of the health care team (competency 99) Collaborates with health team members to respond to changes that affect nursing practice and

client care (competency 101)

STUDENT RESPONSIBILITIES

The Faculty hopes that your experience as a student here will be positive, fulfilling and mutually respectful. Being a student at the Faculty of Nursing involves having both rights and responsibilities. Policies related to the students’ academic progress at the University of Manitoba

are set out in the Undergraduate Calendar. Each student is responsible to be familiar with the academic regulations and requirements of the University of Manitoba in general and of the specific academic regulations and requirements of the Faculty of Nursing. Students who have questions about these regulations and requirements should seek the advice of the Faculty’s student advisors. In particular, attention is drawn to the following regulations set out in the Undergraduate Calendar (UC):

1. Plagiarism and CheatingUC, General Academic Regulations and Requirements, Section 8: Academic Integrity

2. Failures in Nursing CoursesUC, Faculty of Nursing, Section 3.2: Regulations Applicable to the Four-Year Baccalaureate Nursing Program

3. Debarment PolicyUC, Faculty of Nursing, Section 3.1: Regulations for All Students

4. Voluntary Withdrawal and Limited AccessUC, Faculty of Nursing, Section 3.1: Regulations for All Students

5. Unsafe Clinical Practice PolicyUC, Faculty of Nursing, Section 3.1: Regulations for All Students

6. Faculty of Nursing Professional Unsuitability By-LawC, Faculty of Nursing, Section 3.1: Regulations for All Students

7. AttendanceUC, Faculty of Nursing, Section 3.1: Regulations for All Students

8. Respectful Behaviour

i. Faculty of Nursing Community Principles Faculty of Nursing Homepage, Student Area

ii. University of Manitoba Policy on Respectful Work and Learning Environment UC, University Policies, Section 2

iii. University of Manitoba Student Discipline By-law UC, University Policies, Section 8

iv. Inappropriate and Disruptive Student Behaviour UC, University Policies, Section 9

9. Accessibility Policy for Students with DisabilitiesUC, University Policies, Section 3 (Procedures are available on-line)

FACULTY RESPONSIBILITIES

1. Responsibilities of Academic Staff with Regard to Students UC, University Policies Section 1

OTHER INFORMATION

1. Tests

Tests may be written only once each. If there is an emergency situation or illness, contact the course leader on the day of the test or as soon as possible. Official documentation from a health care professional is required if a test is missed for health reasons.

2. Written Assignment

It is expected that all assignments will be handed in on time. The assignment is due on the specified date. Application for an extension, based on extenuating circumstances, must be provided in writing to the course leader at least 48 hours prior to the due date of the assignment. Note: An email requesting the extension must be followed after the phone call on the same date.Late assignments without extensions will be deducted one-half letter grade per day, including weekends, past the deadline (E.g. A to B+, B+ to B, B to C+, etc.). Note the dates of the assignments. Students are expected to sign the class list when handing in their assignments. Please keep a photocopy or a computer back-up of your assignment.Please note: All the tests and assignments must be completed in order to complete this course.

3. Campus Services to Support Students

Disability Services: 474-6213 Student Counseling and Career Centre: 474-8592 Learning Assistance Centre: 480-1481 Student Advocacy & Resources Services: 474-7423

4. Communications Instructor, Faculty of Nursing

Cosette Taylor, the Communications/English Language Instructor is available to provide guidance and assistance to all students in the Faculty of Nursing with their writing assignments, study skills, and speaking skills in clinical practice. She is located in Room 495 Helen Glass Centre for Nursing, and can be contacted at 474-6353. Information posted by the Communications Instructor can be found at:Faculty of Nursing Homepage, Student Area

5. Faculty of Nursing Librarian

Katherine Penner is the librarian for the Faculty of Nursing. She can be contacted at 474-6710 at the Elizabeth Dafoe Library. Emma will have limited office hours, in 389 Helen Glass Centre for Nursing during the term.

6. Unclaimed Student AssignmentsBased on a recommendation by the University of Manitoba FIPPA Review Committee,

unclaimed student assignments will become property of the Faculty of Nursing and will be destroyed four months after the term has ended.

7. Technology: Cell phones are to be turned off during class time. Lap tops can be used only for taking notes in class.

LEARNING RESOURCES

Library Resources:

Library resources are kept in Elizabeth Dafoe Library. For those students who are unfamiliar with the library facilities, a library tour is strongly recommended.

Reference books placed on Reserve at the Dafoe Library can be found by looking for the call number in the reserve catalogue under the author's name or the course number: NURS1260.

Additional APA Reference:

Please go to the Faculty of Nursing WEBSITE, click on Student Area, and then click on Help from Communication Instructor. You will find many helpful hints on how to write a paper.

JUMP:

The syllabus for the course can be found on JUMP. Other weblinks to read will also be posted on JUMP. Please review this site regularly. The overhead notes will be posted on JUMP prior to each class. Students are strongly advised to obtain the overhead notes before coming to class. These notes serve as a guide to enhance the student’s learning process. If you are having difficulties with JUMP please call 474-9788 or email computer_accounts@umanitoba.ca

Computer Lab:

Helen Glass Centre for Nursing 3rd Floor and Dafoe Library

REQUIRED TEXT

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins.

Villeneuve, M. & MacDonald, J. (2006). Toward 2020: Visions for nursing. Ottawa: CanadianNurses Association. Retrieved from http://www.cna-nurses.ca/CNA/documents/pdf/publications/Toward-2020-e.pdf

Waddell, J., Donner, G. & Wheeler, M. (2009). Building your nursing career. A Guide for Students. (3rd Ed.). Toronto: Elsevier.

RECOMMENDED TEXTSOn Reserve in the Library

Buresh, B. and Gordon, S. (2006). From silence to voice: What nurses need to know and must communicate to the public. (2nd Ed). New York: Cornell University Press.

Chinn, P. (2004). Peace and power: Creative leadership for building community. (6th ed). Toronto: Jones Bartlett.

Grossman, S. & Valiga, T. (2009). The new leadership challenge. (3rd ed). Philadelphia: Davis.

Kelly, P. & Crawford, H. (2008). Nursing leadership and management. (First Canadian ed). Toronto: Nelson Education.

Klainberg, M. & Dirshel, K. (2010). Today’s nursing leader: Managing, succeeding, excelling. Toronto: Jones and Bartlett.

Kouzes, J. & Posner, B. (2007). Leadership challenge. How to keep getting extraordinarythings done in organizations. (4th ed). San Francisco: Jossey-Bass.

Mcintyre, M. & McDonald, C. (2010). Realities of Canadian nursing professional practice and power issues (3nd ed). Philadelphia: Lippincott, Williams & Wilkins.

O’Brien, M. (2011). Servant leadership in nursing: Spirituality and practice in contemporary heath care. Toronto: Jones & Bartlett.

Whitehead, D., Weiss, S. & Tappen, R. (2010). Essentials of nursing leadership and management. (5th ed). Philadelphia: Davis.

Yoder-Wise, P. (2011). Leading and Managing in Nursing. (5th 3ed). Missouri: Elselvier Mosby.

COURSE REQUIREMENTS

A. Leadership Assessment 15%B. Letter 10%C. Debate 20%D. Paper 20%E. Leadership Reassessment 05%F. Test and Case Studies 20%

G. Attendance 10%H. Total 100%

A. Leadership Development: Self Assessment 15%

Purpose: To gain self-awareness of leadership skills

Access the WRHA Nursing Leadership Development Program at www.hsc.mb.ca/leadership/. Study the framework and complete the tutorial. Complete a self assessment of behaviours on the assessment form in the following

components: Business of Health Care – Element; Relationship Management; Competencies of Leadership – all elements; Use of Self – Element: Emotional Intelligence; Profession of Nursing – Element: Standards of Practice.

From one component, choose one of the elements that interest you and in which you would like to enhance your behaviours.

Develop a learning plan for the chosen element. Choose 2 behaviours, as well as 2 strategies per behaviour, to meet this goal. Strategies must contain evidence from the literature and should include journal articles, research studies, seminars, workshops, and other resources, such as government documents, that you think would help you meet your goals.

Provide a reference list of the resources used. (APA 6th Ed.) Attach self assessment with learning plan

Due Date: Oct 5, 2011

B. Letter to the Editor/Government Representative 10%

Purpose: To develop the skill of letter writing as a tool to enhance political action. To provide an opportunity for the expression of opinions on a current issue related to nursing

and/or health care.

Guidelines:Letter to the editor of a newspaper or journal State the issue State your views on the issue

Offer your support to the ideas presented regarding the issue

Identify areas of concern regarding the issue and your none-support

Provide the information to enhance understanding of the issue, or to clarify misinformation in the article

Provide a succinct closure and identify yourself as a nursing student

OR

Letter to a Public Official Identify the issue If a specific politician commented about the issue, state the name of the politician, the date,

and the place where the comments were made regarding the issue Briefly express your views about the issue and the position of the politician or political party The letter should include a few of the following suggestions:

a) support of the position/plan; differences of opinions to those expressed by the politician/political party

b) suggestions regarding additional information that should be considered in a comprehensive analysis of the issue (i.e., what are the possible implications of a decision under consideration, or being implemented by government that you believe have not been adequately considered);

c) suggestions for alternative actions Provide a succinct closing statement Identify yourself as a nursing student and include contact address and telephone number or e-

mail inviting further discussion or assistance as appropriate

Criteria to be used when grading: Use of an appropriate letter format Letter restricted to one page with three paragraphs in total. Attach the article, document, etc., to which you are responding Use a title page

Due Date: Oct 19, 2011

C. DEBATE 20%

Purpose: To gain awareness of the importance of political action in the nursing profession To write a position statement on a particular issue related to nursing or the health care field To demonstrate effective skills in self-directed, context-based, and small group learning To articulate effectively a position on an issue

Guidelines: Meet with your assigned group members to review your assigned issue. Determine how the

work will be divided so that all of you participate equally. Conduct a literature search on the issue. Choose at least 6 appropriate sources from current

scholarly journals, websites, media, or textbooks. Develop a position statement based on the best evidence provided with arguments for, and

against, the issue. Meet with the course leader one week prior to the debate. Each group member must be

present with written material for the purpose of presenting a clear overview of your plan. Two group members will develop arguments in favour of the position statement. Two other members will develop arguments against the position.

All arguments need to be supported with appropriate evidence and facts. The position will be debated in front of the class and instructor using the supplied debate

format. The students in the class, known as the audience, will be asked to contribute to the debate by

asking questions and supporting or negating either side. The debate will end when the debaters have provided their concluding statements relevant to

nursing practice.

Criteria to be used when grading: Involvement of all group members before and during debate. Scholarly position statement/paper with sources addressing three relevant points from both

the positive and negative position, and the current reference list – to be handed in on the date of debate.

Thoughtful clearly presented debate supported by appropriate evidence. Successful articulation of the arguments during the debate. Try not to read the arguments. Course leader reserves the right to designate the debate grade based upon the quality of the

position statement/paper handed in. Group members may receive different grades dependent on their group involvement or evidence presented. Therefore the grade may differ between group members depending upon the quality of work.

Breakdown of mark: 20% The quality of the meeting with course leader one week in advance or sooner (meeting

should take place during office hours or after class.)05%

Handing in of the position statement/s and reference list on the day of the debate, and quality of debate process.

10%

Group’s presentation style 05%

Please note: Group members and topics will be assigned during the second class. The dates for each group debate are outlined in the schedule.

D. Paper 20%

Purpose: To analyze critically an issue of interest related to nursing and health care utilizing a given

framework (McIntyre & McDonald, 2010, pp 7-10). To enhance one’s critical thinking skills regarding a particular issue.

Guidelines:Write a 6-8 page paper using the following structure and guidelines: Identify an issue in nursing or health care that is of particular interest to you. Prior to writing the paper conduct a literature review on the issue. Critically analyze the

literature and synthesize your realization and conclusion as a draft or outline.. These findings will be used in the paper.

Use the following guidelines as discussed on pp. 7-11, Ch 1, (McIntyre & McDonald)

Situating the topic: state assumptions about the topic, then from the literature analyses provide evidence regarding the topic.. Use questions found on p. 7, Ch. 1 (McIntyre & McDonald, 2010)

Articulating the issue: respond to questions found on p. 7, Ch. 1 (McIntyre & McDonald, 2010)

Analyzing the issue: Use the literature analysis to examine the issue briefly by utilizing four pertinent approaches in the framework provided on pp. 8-9, Ch 1, (McIntyre & McDonald, 2010). These approaches must be appropriate for the issue analyzed. (Categories to choose from include: Historical, Ethical and Legal, Social and Cultural, Political, Critical Feminist and Economic).

Discuss 3 barriers to the resolution of the issue. Refer to p. 10, Ch 1 (McIntyre & McDonald, 2010)

Develop and describe 3 alternative strategies for resolving the issue. Select the best strategy and justify the one you select. Examine strategies on p. 10, Ch 1 (McIntyre & McDonald, 2010)

Use (APA 6th Ed.) Use appropriate sources throughout the paper to provide evidence. Include at least 4-5 sources from scholarly journals, media, websites and textbooks.

Criteria to be used when grading: Organization of material, logical development of ideas, sound arguments based on evidence,

clarity of expression, and writing style. Critical analysis and synthesis of literature, minimum use of quotes, current references, and

quality of references selected. Creativity and originality, integrating with findings in the literature own ideas from practice

experience, interviewing experts on the issue, discussing the issue with stakeholders affected by the issue.

Threading the issue throughout the paper in a consistent format.

Due Date: Nov 9, 2011

E. Leadership Development: Reassessment 05%

Purpose: To monitor your professional growth.

Guidelines: Reassess 2 of your leadership behaviours on one component that you had assessed in the

previous assignment. Examine the strategies you developed for both of these behaviours Provide evidence of your professional leadership growth that you pursued due to acting upon

these strategies List other sources or evidence that you would like to pursue in your professional leadership

growth in the chosen component such as: the effects of attending specific workshops, reading specific journal articles, sharing the learning you acquired, and experiences where leadership skills/competencies were actualized.

Limit your discussion to 1 page To earn the 05%, the criteria must be followed explicitly.

Due Date: Nov 23, 2011

F. Multiple Choice Test and Case Studies 20%

Answer 10 multiple choice questions following the CRNE format. The content of your responses to the questions will reflect knowledge gained during the course. 05%

Analysis of learner-centered situations applying content gained from the course. 15%

Due Date: Dec 7, 2011

G. Attendance 10%

Student attendance will be monitored on 10 randomly selected days during the course. Attendance will be taken either at the beginning or end of class on 10 class days. Students who are not in attendance will lose 1% of their 10% for each of the 10 days.

Be sure to contact course leader within 24 hours if illness or a family urgency should arise. In case of illness, a doctor’s certificate is required to obtain the 1% on that day.

Grade Ranges

Grade Value Range Descriptor

A+ 4.5 4.25-4.50 ExceptionalA 4.0 3.75-4.24 ExcellentB+ 3.5 3.25-3.74 Very GoodB 3.0 2.75-3.24 GoodC+ 2.5 2.25-2.74 SatisfactoryC 2.0 2.00-2.24 AdequateD 1.0 1.00-1.99 FailureF 0.0 0.00-0.99 Failure

Grade Conversions

All tests and assignments in NURS 4310 will be scored using a percentage grade. Percentage

grades assigned to papers will be the mean of the range of percent scores assigned to each letter grade. For example, a B paper will receive a percentage score of 74%. Raw scores for each assignment will be used to calculate the final grade. The following grading system will be used when converting a percentage grade to a letter grade:

*In the Faculty of Nursing a final grade of D in any course taken to complete the degree requirement is considered a failure and is not accepted by the Faculty.

94 - 100% A+ 85 - 93% A78 - 84% B+ 71 - 77% B65 - 70% C+ 60-64 % C50 - 59% D <50% F

CLASS SCHEDULE

Class 1: Tuesday, Sept 13, 2011Topic: Overview of course and documents to be used in the course

Position StatementsRules of Debate Formation of Debate GroupsReview of Assignments Entry Level Competencies for Registered Nurses in Manitoba

Readings/Resources:

Syllabus (Jump), Rules of Debate (Jump)Personal Position Statement (Jump)References either on E-journals University of Manitoba, Reserved in the Dafoe Library, or Book of Readings:

College of Registered Nurses of Manitoba. (2007). Entry Level Competencies for Registered Nurses in Manitoba. Manitoba: CRNM. Retrieved from http://www.crnm.mb.ca under Publications CRNM Documents

Pangman, V. & Pangman C. (2010) Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 13 “Role transition into career development” pp. 329-354.

Rodts, M. & Lamb, K. (2008). Transforming your professional self: Encouraging lifelong personal and professional growth. Orthopaedic Nursing, 27(2), 125-132. doi: 10.1097/01.NOR.0000315628.45923.33

Villeneuve, M. & MacDonald, J. (2006). Toward 2020 Visions for Nursing. Ottawa: Canadian Nurses Association. Retrieved from http://www.cna-aiic.ca/CNA/documents/pdf/.../Towards_2020_Snapshot_e.pdf

Class 2: Wednesday, Sept 14, 2011

Topic: Leadership Theories & ModelsCareer Development

Readings/Resources:

CNA. (2009). Position Paper: Nursing Leadership. Ottawa: Canadian Nurses Association. Retrieved from http://www.cna-aiic.ca under Position Statements – Leadership

Kouzes, J. & Posner, B. (2007). The Five Practices of Exemplary Leadership. In J.Kouzes & B. Posner, Leadership Challenge (4th ed.) (pp. 3-26). San Francisco:Jossey Bass. (Book of readings)

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 6 “Nursing leadership for today” pp. 141-164.

Taylor, R. (2009). Leadership theories and the development of nurses in primary healthcare. Primary Health Care 19(9), 40-46. Retrieved from

http://web.ebscohost.com.proxy1.lib.umanitoba.ca/ehost/pdfviewer/pdfviewer?vid=5&hid=108&sid=2fd46db3-697b-4217-9d7f-afdd2daf0fc9%40sessionmgr112

Class 3: Tuesday, Sept 20, 2011Topic: Values & Ethical Leadership

Readings/Resources:

Beagan, B. & Ells, C. (2007). Values that matter, barriers that interfere: The struggle of Canadian nurses to enact their values. Canadian Journal of Nursing Research, 39(4), 36-57. (Book of readings)

Gallagher, A. & Tschudin, V. (2010). Educating for ethical leadership. Nurse Education Today, 30, 224-227. doi: 10.1016/j.nedt.2009.11.003Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 8 “Professionalism and the role of the nurse leader: Ethical practice and knowledge”. pp. 193-225.Class 4: Wednesday, Sept 21,2011Topic: Global Trends in Health Care – Impact on Nursing

Political Activism Assignment Review

Readings/Resources:

CNA. (2009). Global Health and Equity. Ottawa: Canadian Nurses Association. Retrieved from www.cna-aiic.ca under CNA – Position Statements – Leadership)

McIntyre, M. & McDonald, C. (2010). Nursing issues: A call to political action. In M. McIntyre, & C. McDonald, Realities of Canadian Nursing Professional Practice and Power Issues (3nd ed.) (pp. 1-16) Philadephia: Lippincott, Williams & Wilkins. (Book of readings)

Villeneuve, M. & MacDonald, J. (2006). Toward 2020 Visions for Nursing. (Chapter 4, pp. 64-87). Ottawa: Canadian Nurses Association. Retrieved from http://www.cna-aiic.ca//CNA/documents/pdf...//Toward_2020_Snapshot_e.pdf

Class 5: Tuesday, Sept 27, 2011Topic: Professional Identity

Building Relationships in the Workplace

Readings/Resources:

Canam, C. (2008). The Link between Nursing Discourses and Nurses Silence Implications for a Knowledge-based Discourse for Nursing Practice. Advances in Nursing Science, 31(4), 296-307. doi: 10.1097/01.ANS.0000341410.25048.d8

Gordon, S. (2009). Celebrate your Knowledge and Skill. Canadian Nurse, 105(5), 32. (Book of readings)

Harmer, V. (2010). Are nurses blurring their identity by extending or delegating roles? British Journal of Nursing, 19(5), 295-299. Retrieved fromhttp://www.internurse.com.proxy1.lib.umanitoba.ca/cgi-bin/go.pl/library/article.cgi?uid=47062;article=BJN_19_5_295_299

Winnipeg Regional Health Authority. Nursing Leadership Development Program. Retrieved from www.hsc.mb.ca/leadership.

Class 6: Wednesday, Sept 28, 2011Topic: WRHA Leadership Development & Review of Assignment

Readings/Resources:

Winnipeg Regional Health Authority. Nursing Leadership Development Program. Retrieved from www.hsc.mb.ca/leadership

Class 7: Tuesday, Oct 4, 2011Topic: Historical Perspectives on Canadian Nursing

Critical Thinking & Decision Making Readings/Resources:

Beck, D. (2010). Expanding our nightingale horizon: Seven Recommendations for 21st Century Nursing Practice. Journal of Holistic Nursing, 28(4), 317-326. doi: 10.1177/0898010110387780.

Lunney, M. (2010). Use of critical thinking in the diagnostic process. International Journal of Nursing Terminologies and Classification, 21(2), 82-88. doi: 10.1111/j.1744-618X.2010.01150.x

Marchionni, C. & Richer, M-C. (2007). Using Appreciative Inquiry to Promote Evidence Based Practice in Nursing: The Glass is More than Half Full. Canadian Journal of Nursing Leadership. 20 (3). 86-97. Retrieved from http://www.longwoods.com.proxy1.lib.umanitoba.ca/content/19291

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective.

Philadelphia: Lippincott Williams & Wilkins. Chapter 10. “Complexity interactions for the nurse leader: Critical thinking, decision-making, and appreciative inquiry”. pp. 253-277.

Richer, M-C., Ritchie, J. & Marchionni, C. (2009). ‘If we can’t do more, let’s do it differently!’ Using appreciative inquiry to promote innovative ideas for better health care work environments. Journal of Nursing Management 17, 947-955. doi: 10:1111/j.1365-2834.2009.01022.x

CNA. (2007). The value of Nursing History Today. Ottawa: Canadian Nurses Association. Retrieved from www.cna-aiic.ca under About CNA – History

Class 8: Wednesday, Oct 5, 2011 Topic: Critical Thinking and Decision Making Continued Case Study

Film*Leadership Development Assignment Due*

Class 9: Tuesday, Oct 11

Topic: Conflict Resolution & Transformation Case Study

Readings/Resources:

Chinn, P. (2004). Conflict transformation. In P. Chinn, Peace and Power – Creative Leadership for Building Community (6th ed.) (pp. 81-102). Toronto: Jones Bartlett.

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 11 “Conflict resolution and negotiation: Challenging moments for the nurse leader” pp. 278-303.

Sui, H., Laschinger, H. & Finegan, J. (2008). Nursing Professional Practical Environments: Setting the Stage for Constructive Conflict Resolution and Work Effectiveness. Journal of Nursing Administration, 38 (5), 250-257. doi: 10.1097/01.NNA.0000312772.04234.1

Class 10: Wednesday, Oct 12, 2011Topic: Organizational Structure, Mission & Vision

Cultural Diversity

Readings/Resources:

Ogiehoe-Enoma, G., Taqueban, L. & Anosike, A. (2010). 6 steps for transforming organizational EBP culture. Nursing Management 41(5), 14-17. doi: 10.1097/01.NUMA.0000372027.22111.c5

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 5 “Understanding organizations and the process of change” pp. 113-137.

Class 11: Tuesday, Oct 18, 2011 - Debate 1&2Topic: Current Trends in Health Care (See Class 22)

Class 12: Wednesday, Oct 19, 2011Topic: Discussion of roles of Professionalism, Collective Bargaining & Employers

Readings/Resources:CNA. (2006). Practice Environments: Maximizing Client, Nurse and System Outcomes. Ottawa:

Canadian Nurses Association. Retrieved from www.cna-aiic.ca under CNA – Position Statements – Practice

CNA. (2007). Understanding self regulation. Nursing Now - Issues and Trends in Nursing, # 21, 1-5. Retrieved from www.cna-aiic.ca

CNA. (2009). The Value of Registered Nurses. Ottawa: Canadian Nurses Association. Retrieved from www.cna-aiic.ca under Fact Sheets

Lavoie-Tremblay, M., Wright, D., Desforges, N., Gelinas, C., Marchionni, C. & Drevniok, U. (2008). Creating a healthy workplace for new-generation nurses. Journal of Nursing Scholarship, 40(3), 290-297. doi: 10.1111/j.1547-5069.2008.00240.x

Manitoba Nurses Union – Collective Agreements Retrieved from www.nursesunion.mb.ca Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective.

Philadelphia: Lippincott Williams & Wilkins. Chapter 7 “Nurse manager: Developing and utilizing leadership competencies in management” pp. 165-192.

Stamler, L. & Gabriel, A. (2010). Professional failure to thrive: A threat to high quality care? Nursing Leadership, 23(1), 22-31 Retrieved from http://www.longwoods.com.proxy2.lib.umanitoba.ca/content/21726

Storch, J., Rodney, P., Pauly, B., Reilly Fulton, T. et al. (2009). Enhancing Ethical Climates in Nursing Work Environments. Canadian Nurse, 105 (3). (20-25). Retrieved from http://proxycheck.lib.umanitoba.ca.proxy2.lib.umanitoba.ca/libraries/online/proxy.php?http://proquest.umi.com.proxy2.lib.umanitoba.ca/pqdweb?did=1679402011&sid=2&Fmt=3&clientId=12305&RQT=309&VName=PQD)

Van De Velde-Coke, S. (2009). A cross-country check-up in health care. Nursing Leadership, 22(2), 20-25 Retrieved fromhttp://www.longwoods.com.proxy2.lib.umanitoba.ca/content/20794

*Letter to the Editor Due*

Class 13: Tuesday, Oct.25, 2011 -Debate 3&4Topic: Current Trends in Health Care (See Class 22)

Class 14: Wednesday, Oct 26, 2011Topic: Power & Empowerment

Shared Governance

Readings/Resources:Dunbar, B., Park, B., Berger-Wesley, M. & Cameron, T. (2007). Shared governance: Making the

transition in practice and perception. The Journal of Nursing Administration, 37(4), 177-183. doi: 10.1097/01.NNA.0000266847.84802.ea

Laschinger, H. (2008). Effect of empowerment on professional practice environments, work

satisfaction, and patient care quality: Further testing the nursing work life model. Journalof Nursing Care Quality, 23(4), 322-330. doi: 10.1097/01.NCQ.0000318028.67910.6b

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 4 “Dynamic health care: Organizations and the role of the nurse leader” pp. 84-112.

Class 15: Tuesday, Nov 1, 2011 Debate 5&6Topic: Current Issues In Health Care Trends (See Class 22)

Class 16: Wednesday, Nov 2, 2011Topic: Process of Change

Discharge Planning & Transition

Readings/Resources:

CNA. (2008). Vision for Change. Ottawa: Canadian Nurses Association. Retrieved from www.cna-aiic.ca /CNA/documents/pdf/../Vision_of_Change_e.pdf .

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 5 “Understanding organizations and the process of change: A challenge for nurse leaders” pp. 113-137.

Widger, K., Pye, C., Cranley, L., Wilson-Keates, B. & Squires, M. (2007). Generational differences in acute care nurses. Nursing Leadership, 20(1), 49-61. Retrieved from http://www.longwoods.com.proxy2.lib.umanitoba.ca/content/18785

Yoder-Wise, P. (2007). Key forecasts shaping nursing’s perfect storm. Nursing Administration Quarterly, 31(2), 115-119. doi: 10.1097/01.NAQ.0000264858.64464.e6

Class 17: Tuesday, Nov 8, 2011 - Debate 7&8Topic: Current Issues In Health Care Trends (See Class 22)

Class 18: Wednesday, Nov.9, 2011Topic: Disaster Nursing: Role of Nurse Leaders

Readings/Resourcers:

Priest, C. (2009). Catastrophic conditions, tough decisions: The roles and responsibilities of nurse leaders in disaster settings. Nurse Leader. 7(3). 48-50. doi: 10.1016/j.mnl.2008.07.013

Strangeland, P.A. (2010). Disaster nursing: A retrospective review. Critical Care Nursing Clinics of North America. 22(4), 421-436. Doi: 10.1016/j.ccell.2010.09.003

*Paper Due*

Class 19: Tuesday, Nov 15, 2011 Debate 9&10

Topic: Current Issues in Health Care Trends (See Class 22)

Class 20: Wednesday, Nov 16, 2011Topic: Health Care Teams & Interprofessional Collaboration

Film

Readings/Resources:

CNA. (2005). Interprofessional Collaboration. Ottawa: Canadian Nurses Association. (www.cna-aiic.ca under CNA – Position Statements – Primary Health Care).

Herbert, C. (2005) Changing the culture: Interprofessional education for collaborative patient-centered practice in Canada. Journal of Interprofessional Care. 5, Suipplement 1, 1-4. Doi:10.1080/13561820500081539

Keith, K. & Askin, D. (2008). Effective collaboration: The key to better healthcare. NursingLeadership, 21(2), 51-61. Retrieved from http://www.longwoods.com.proxy2.lib.umanitoba.ca/content/19875

Pangman, V & Pangman, C. (2010). Nursing leadership from A Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 9 “Today’s health care team and the role of the nurse leader” pp. 226-250.

Class 21: Tuesday, Nov 22, 2011Topic: Evidence Based Practice

Readings/Resources:

Cleary-Holdforth, J. & Leufer, T. (2008). Essential elements in developing evidence-based practice. Nursing Standard, 23(2), 42-46. Retrieved from http://proxy2.lib.umanitoba.ca/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=aph&AN=34446631&site=ehost-live

Ferguson, L.M. & Day, R.A. (2007). Challenges for new nurses in evidence-based practice. Journal of Nursing Management, 15(1), 107-113. doi: 10.1111/j.1365-2934.2006.00638.x

Lekan, D., Hendrix, C., McConnell, E. & White, H. (2010). The connected learning model for disseminating evidence-based practices in clinical settings. Nurse Education in Practice, 10, 243-248. doi:10.1016/j.nepr.2009.11.013

Class 22:OngoingTopic: Current Trends in Health Care and Nursing Practice

Genetics & Environmental Issues

Readings/Resources:CNA (2005) Nursing and genetics: Are you ready? Ottawa: Canadian Nurses Association

Retrieved from www.cna-aiic.ca under -Nursing NowCNA. (2008). The Role of Nurses in Greening the Health System. Ottawa: Canadian Nurses

Association. Retrieved from www.cna-aiic.ca under CNA on the Issues – Nursing and Environmental Health – Greening the Health System

CNA (2009). Financing Canada’s Health System. Ottawa: Canadian Nurses Association.

Retrieved from www.cna-aiic.ca under CNA - Position Statements – Healthy Public Policy)

Kozier, B., Erb, G., Berman, A., Snyder, S., Bouchal, S., Hirst, S. … Buck, M. (2010). Fundamentals of Canadian Nursing. (2nd Ed.) Toronto: Pearson Education. Ch. 9 “The Canadian Health-Care System” pp. 152-172 (Book of readings)

Villeneuve, M. (2008). A New Reality. Canadian Nurse. 104 (5), 22-23. Retrieved from http://proquest.umi.com.proxy2.lib.umanitoba.ca/pqdlink?index=2&did=1487741841&SrchMode=3&sid=1&Fmt=6&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1279136183&clientId=12305&aid=1

Villeneuve, M. & MacDonald, J. (2006). Toward 2020: Visions for Nursing. Ottawa: CanadianNurses Association. Retrieved from http://www.cna-aiic.ca/CNA/documents/pdf/...Towards_2020_Snapshot_e.pdf nurses

Class 23: Wednesday, Nov 23, 2011 Debate 11Topic: Role Transition & Mentoring Readings/Resources:CNA. (2004). A Guide to Preceptorship and Mentorship. Ottawa: Canadian Nurses Association.

Retrieved from www.cna-aiic.ca under Nursing in Canada – RN EducationChernomas, W., Care, D., Lapointe-McKenzie, J., Guse, L. & Currie, J. (2010). “Hit the ground

running”: Perspectives of new nurses and nurse managers on role transition and integration of new graduates. Nursing Leadership, 22(4), 70-86. Retrieved from http://www.longwoods.com.proxy2.lib.umanitoba.ca/content/21598)

Goodwin-Esola, M., Deely, M. & Powell, N. (2009). Progress meetings: Facilitating role transition of the new graduate. The Journal of Continuing Education in Nursing, 40(9), 411-415. doi: 10.3928/00220124-20090824-04

*Leadership Reassessment Due*

Class 24: Tuesday, Nov 29, 2011 Debate 12&13Topic: Current Trends in Health Care (See Class 22)

Class 25: Wednesday, Nov 30, 2011Topic: Time Management & Accountability

DelegationCase Study

Readings/Resources:

Pangman, V. & Pangman, C. (2010). Nursing leadership from a Canadian perspective. Philadelphia: Lippincott Williams & Wilkins. Chapter 12 “Management and delegation: Maximizing the productivity and performance of the nurse leader” pp. 304-325.

Class 26: Tuesday, Dec 6, 2011Topic: Career Development (Resume Writing)

Class 27: Wednesday, Dec 7, 2011Topic: Test & Case study

Course Evaluation *Mandatory attendance*