Linda Paradiso DNP, RN, NPP, NEA-BC
Professor, Course Author

Telephone: 212-652-2043


CREDITS: 5 Credits
CLASS HOURS: 2 hours, 5 minutes of lecture, 5 hours of clinical each week.


The following websites are critical to the achievement of the semester’s learning objectives.

Affordable Care Act at

Agency for Healthcare Research and Quality at

American Association of Colleges of Nursing at

American Nurses Association at

American Nursing Credentialing Center at

American Organization of Nursing Leadership at

American Organization of Nursing Leadership – Nurse Manager Competencies at

Centers for Disease Control and Prevention at

Centers for Medicare and Medicaid Services at

EmergingRNLeader at

Future of Nursing: Leading Change Advancing Health at

Hospital Compare at

Institute for Healthcare Improvement (IHI) at

Johnson & Johnson Discover Nursing at

Just Culture at

Keeping Patients Safe: Transforming the Work Environment of Nurses at

National League for Nursing at

Office of the Professions, Nursing Laws, Rules & Regulations at

PACERS Incivility Toolkit at

Purdue Online Writing Lab at

Sigma Theta Tau International Honor Society of Nursing at

The Center for the Health Professions at

The Essentials for Baccalaureate Education for Professional Nursing Practice at

The Joint Commission at

The National Academies of Sciences, Engineering, Medicine at

The Nursing Organizations Alliance at http://www.nursing­

The Online Journal of Issues in Nursing at

YouTube at

Other sources as assigned


The Professional Nurse Leader Within emphasizes the need for nurses to begin developing their professional identity and skill-set to work with colleagues and other leaders of their profession within an evolving healthcare system.  This course will explore the foundation of leadership that is essential for any clinical nursing practitioner.  It will provide insights and tools that are relevant to any clinical or entry leadership role and can be applied to any practice setting.  A main focus of the semester will be to integrate the obligation of the profession with the actions of the professional.  The course will assist the student to develop their social advocacy within the context of the health needs of the community in which they will work.  Upon completion of this course, the student will be able to appreciate that leadership is their business no matter where they work.  Equally vital, it will demonstrate that nurses are partners in the settings where they practice and need to develop their professional lives through independently engaging in the performance improvement and operations of their organizations.

This course utilizes the Quality and Safety Education for Nurses (QSEN) competencies to determine course objectives and outcomes.  The QSEN competencies address the challenge of assuring that nurses possess the knowledge, skills, and attitudes (KSAs) necessary to continuously improve the quality and safety of the healthcare systems in which they work.


Upon completion of this course, the Registered Professional Nurse student will be able to:


Course Objectives (QSEN) Methods of Assessment
Patient-Centered Care

Examine nursing roles in assuring coordination, integration, and continuity of care


Describe how diverse cultural, ethnic, and social backgrounds function as sources of patient, family, and community values


Explore ethical and legal implications of patient-centered care


Discuss principles of effective communication

·      Institute of Healthcare Improvement (IHI) self-learning modules

·      Movie and reflection: “Wit”

·      Discussion forums – Delegation, Seeing Through the Eyes of a Patient

·      Role Play/Simulation

·      Self-awareness assignments

·      Personal Analysis

Teamwork & Collaboration

Describe own communication style preferences, strengths, limitations, and values in functioning as a member of a team


Clarify roles and accountabilities under conditions of potential overlap in team member functioning


Contribute to resolution of conflict and disagreement

·      Video Assignment

·      Discussion forums – Teamwork

·      IHI self-learning modules

·      Role Play/Simulation

·      Debate assignment

·      Personal Analysis

Evidence-based Practice

Locate evidence reports related to clinical practice topics and guidelines

Value the need for continuous improvement in clinical practice based on new knowledge

·      IHI self-learning modules

·      Discussion forums

·      Video assignment

·      Teaching assignment

·      Personal Analysis

Quality Improvement

Appreciate that continuous quality improvement is an essential part of the daily work of all health professionals.


Recognize that nursing and other health professions students are parts of systems of care and care processes that affect outcomes for patients and families


·      IHI Basic Quality Improvement Certificate

·      Discussion forums

·      Video assignments

·      Podcast assignments

·      IHI self-learning modules

·      Analyze the impact of the Affordable Care Act, Value Based Payment System, regulatory requirements of care, allocation of resources and equity, telehealth, and political and strategic influence on health

·      Personal Analysis


Appreciate the cognitive and physical limits of human performance


Describe factors that create a culture of safety


Value own role in error reporting

·      Analysis of Just Culture

·      IHI self-learning module

·      Video assignments

·      Podcast assignments

·      Analyze: To Err is Human

·      Personal Analysis


Explain why information and technology skills are essential for safe patient care


·      Email etiquette assignment

·      EmergingRNleader blog membership

·      Social Network assignment

·      Health Equity assignment

·      IHI self-learning modules

Role Development

Examine the role and responsibilities of the baccalaureate degree nurse as a leader and member of the nursing and healthcare  profession


·      Analysis of J & J Future of Nursing Campaign videos

·      Video Assignments

·      Podcast Assignments

·      Discussion Forum – Transformation of Nursing

·      Analyze: The Future of Nursing

·      Personal Analysis



Assignments, assigned clinical site, individual web blog for clinical site, online discussion forums, self-directed modules of learning, writing assignments designed to facilitate the understanding and personal integration of basic leadership concepts, and/or exams on assigned readings will be used to achieve the course objectives. Reading/Listening/Written/Oral assignments



Nurs 3110 is an Open Education course therefore, there are no expenses associated with this course and students do not have to physically attend a live class session every week. There are  discussion forums and other web-based communication strategies which will be used to conduct the course.  It is expected that students will participate in these sessions when scheduled or as assigned, related to course assignments.  Active participation in the discussions of the class is expected and is graded.  All students are required to carefully review the course syllabus and Blackboard content tab for each class to be familiar with all reading/watching/listening assignments to enhance active participation during the in-person discussions.

Clinical Web Logs (Blogs):

As assigned, each student is responsible for entering a Blog on Bb each week during the semester that documents their activities and experiences at their clinical placement site. References to clients and healthcare staff should be confidential and HIPPA compliant.


Communication with the Faculty:

It is your responsibility to keep the course coordinator and/or the instructional faculty for your assigned section up-to-date on progress, problems, concerns, and questions you may have. You may contact the faculty by way of the message function in Blackboard,  email (preferred), or by phone (voice mail, leave a reliable phone number and time that is good to contact you). Cell phone number (for this faculty member) is also provided in this syllabus for text messaging. Please identify yourself in the message and use this number sparingly before 10 PM.   The course faculty will notify you if they are going to be out-of-town or unavailable for a period of time. Check your email and Blackboard DAILY for any messages or announcements.

Computer Requirements:

All students must have access to a computer with email and Internet access.

All students need to obtain an email account. This will permit students to have access to the Blackboard course site and will allow students and instructors to exchange attached documents electronically. If you are not familiar with your computer, email systems, electronic attachments, etc., then you should enhance your knowledge of this, as it will be vital to your academic and professional success.

You are expected to turn in all written assignments as electronic submissions via the Turnitin assignment submission function in Blackboard, as directed by the course coordinator and instructional faculty for each section. Additionally, the faculty will regularly communicate with you by email, and through Blackboard “announcement” function to convey information about classes, assignments, and other issues that will be useful to you.

Be advised that all email correspondence is through the school email system only. Students are expected to check their email account on a daily basis. If you choose to forward email to a personal email account you know you will check regularly, be advised that some attachments (i.e. graded assignments with imbedded comments from faculty) may be blocked and not forwarded.

Submission of Assignments:

All written assignments will be submitted via Turnitin blackboard link on the assigned date other than discussion forum assignments. All discussion forum assignments are submitted through Blackboard by creating or replying to a discussion thread. Non-submission of online discussion forum assignments by designated date and time will result in an absence for the class and loss of earned grade for that discussion. No late submissions are accepted. Should you have difficulty or questions when completing a written assignment, contact the course coordinator or instructional faculty for your assigned section before the assignment is due. Late written assignment/papers will receive a grade penalty of two (2) points per day up to 5 days. After the 5th day the assignment will not be accepted. Papers must be typed and adhere to format. APA style and form must be used for all papers.  The Baccalaureate Program in Nursing adheres to the  Policy on Academic Integrity. This policy spells out in detail what constitutes Academic Integrity/Plagiarism.  All students are responsible for following this policy.

Each assignment should be double spaced and typed in Times New Roman font, 12 pt (see APA 7th ed. regarding fonts and typefaces). The assignments should be formatted in APA style, and presented professionally with an appropriate cover page, reference list, and appendixes as needed.  Errors in spelling, grammar, sentence structure, punctuation, and format will result in a point deduction from the total point score for the assignment. Please be sure that you identify the electronic files you will be submitting by your last name and the name of the assignment (i.e. Smith-BPAssign1.doc).

Proofread your papers before turning them in. If you have difficulty proofreading then have someone else proof your paper. It is expected that all assignments will meet the standard for baccalaureate level work. The course coordinator reserves the right to refuse to grade any assignment that is not submitted as required and does not meet the expected standard for professional preparation and appearance. This may result in a zero for the assignment and a failure for the course.

Grading criteria rubrics will be provided for course assignments. Use them to ensure that you have addressed all required components for an assignment. A completed scoring will be returned with each assignment that will show you how your work was evaluated. If you have questions or comments about a grade, please contact the course coordinator.


Mid-term assignment               10 points
Discussion Forum                      45 points    (7.5 points each Discussion Forum)
Team Project                              20 points
Final Analysis                              25 points
Total                                           100 points

Grading Policy for all courses designated with the prefix NUR
Grade              Definition                    Quality Points (Index)
A                     93–100%                                 4.0
A-                    90-92.9%                                 3.7
B+                   87-89.9%                                 3.5
B                     83-86.9%                                 3.0
B-                    80–82.9%                                2.7
C+                   77–79.9%                                2.3
C                     75–76.9%                                2.0
D                     60–74.9%                                1.0
F                      Below 60                                 0.0


This course is designated as Online.

Many students have been using Blackboard for many years and are familiar with the system. Below are the suggested minimum prerequisites that students should know/have for taking part in an online course.

  1. You should have access to and be able to use Internet Explorer, Mozilla Firefox, or Safari browsers. Blackboard does not fully support AOL.
  2. You will need a City Tech e-mail account and should be comfortable using it. The college provides an e-mail account to all students. Personal email accounts are not to be used.
  3. You need access to a computer with at least 256 MB RAM.
  4. You should have the correct Java version downloaded/ installed – if necessary. The
  5. installation is automatic. You only need to do this the first time.

The following is a brief overview of BlackBoard 9.1 components:

ANNOUNCEMENTS is the entry point. Announcements tell you everything you might expect to hear at the beginning of a class if we were in a classroom. In our virtual classroom you have to read the announcements each time you enter the course by logging on.  Notices, assignments, and updates are posted on a regular basis so please check these announcements daily.

CONTENT is where you will find week by week content material, supplemental reading and learning opportunities, and links to submit your written assignments.

DISCUSSIONS is where you will be participating/posting in online discussion forums and replying to your classmates’ posts and comments and where you will submit your weekly clinical blog.

TOOLS is where you can send emails to individuals or groups in the class as well as check your grades.

Blackboard Rules of Etiquette

The Blackboard Learning System offers students a robust set of tools, functions, and features for learning.  Blackboard is used by all students enrolled in the course, and faculty and there are established Rules of Etiquette.  These Rules of Etiquette enable blackboard to remain a robust learning tool.  Attention to these rules is expected as a member of this course.

  1. Communication posted by one student is visible by all students and professors associated with the course. If you have specific questions or concerns, please e-mail or call your group professor directly. Posting of negative comments and/or opinions are both distracting and disrespectful to the professor and other students not involved in your specific conversation and/or area of concern.
  2. The amount of time required to access blackboard will be directed by the professor. If group work is in progress, the group will decide (and the professor will approve) how often one must access blackboard to actively participate in group discussions. However, it is required that all students sign on blackboard once a day to pick up announcements from the professor and remain an informed group member. Contact your group professor if this is problematic.
  3. It is not acceptable to complain and/or comment about other students on blackboard. Concerns of this nature are to be addressed directly with the professor via e-mail and/or phone. This type of behavior is both disrespectful to students and counter-productive to achieving course objectives.
  4. Professors will post their office hours. Availability may vary between professors when more than one professor is associated with the course. It is not acceptable to complain and/or comment about professors on blackboard. Concerns of this nature are to be addressed directly with the professor via e-mail and/or phone. This type of behavior is both disrespectful to the professor and counter-productive to achieving course objectives.


The Baccalaureate Program in Nursing adheres to this Policy on Academic Integrity. This policy spells out in detail what constitutes Academic Dishonesty. All students are responsible for following this policy.

Students and all others who work with information, ideas, texts, images, music, inventions, and other intellectual property owe their audience and sources accuracy and honesty in using, crediting, and citing sources. As a community of intellectual and professional workers, the College recognizes its responsibility for providing instruction in information literacy and academic integrity, offering models of good practice, and responding vigilantly and appropriately to infractions of academic integrity. Accordingly, academic dishonesty is prohibited and is punishable by penalties, including failing grades, suspension, and expulsion. Assignments designated as INFORMAL, such as the final paper for this course, are not expected to be an example of academic rigor but a process to develop personal knowledge and growth. It is still a requirement that this assignment uphold academic integrity.


Students with disabilities and/or learning differences are entitled to receive reasonable accommodations to support their learning in the college. After an intake appointment and assessment of student documentation, students who are registered with Student Support Services are entitled to receive reasonable accommodations to support their learning in the college. Services students may be entitled to include, but are not limited to one on one tutoring, alternate format textbooks, American Sign Language interpreting, note taking, and access to various computer assistive technology for the enhancement of reading, writing, and creative design. Students may enroll with the program throughout the year and are responsible for alerting faculty to accommodations needed.


Active participation in all course areas is required. All students are expected to attend all online classes. Please consult the college catalog and Baccalaureate Student Handbook for attendance requirements. All written assignments must be submitted on time or points will be deducted from the grade. If you are absent on the date an assignment is due, you are still responsible for timely submission or penalties will be incurred. If you have a personal emergency, please let faculty know via email ASAP and within 48 hours if any written assignment may not be submitted on time.

RNBS Nursing Program Attendance Policy:

 To encourage professionalism and to maximize student learning, it shall be the policy of the Nursing Department to require full attendance and punctuality for every scheduled activity required of all courses that include a clinical component. This will include orientation sessions, field trips or campus presentations related to the clinical requirements. It is understood that there may an instance beyond the student’s control where they may miss all or part of a day.


In those circumstances (see above) when the student has exceeded permitted or make­up assignments (only one make­up assignment will be permitted), the student may elect to withdraw from the course or file an appeal.  It will be the student’s responsibility to submit the appeal. If the student fails to withdraw from the course or to submit an appeal they will be at risk for failure.

Upon decision of an appeal, the appeals committee will notify the student, the course instructor, course coordinator and faculty advisor of the decision. The student may elect to appeal this decision to the College Committee on Course and Standards.


Class participation:

Active participation in the discussions is a requirement of this course. Each session will have assigned open education resources to read/watch/listen prior to class.  It is through careful consideration of the topics that relevant personal reflection and understanding will be achieved.  Reflective participation each week is expected and required.

 Mid-term Assignment:

The Mid-term assignment for this course is the completion of the Institute for Health Care Improvement Open School Self Learning Modules – The Open School’s Basic Certificate in Quality and Safety which comprises 13 essential courses. At the end of every session you will need to pass a post-lesson assessment by scoring 75 percent or higher.  Once completed you will receive credit and a certificate upon submission of a short survey. Submission of this certificate through the link in Blackboard will successfully earn full mid-term assignment credit.

All IHI assigned modules can be retrieved through the following link:

Improvement Capability    

Introduction to Health Care Improvement– QI 101

How to Improve with the Model for Improvement– QI 102

Testing and Measuring Changes with PDSA Cycles– QI 103

Interpreting Data: Run Charts, Control Charts, and Other

Measurement Tools– QI 104

Leading Quality Improvement – QI 105

Patient Safety                        

Introduction to Patient Safety – PS 101

From Error to Harm– PS 102

Human Factors and Safety – PS 103

Teamwork and Communication in a Culture of Safety– PS 104

Responding to Adverse Events – PS 105


Introduction to Health Care Leadership- L 101

Person/Family-Centered Care

Introduction to Patient-Centered Care -PFC 101

Triple Aim for Populations    

Introduction to the Triple Aim for Populations- TA 101

Maximum points earned: 10

Discussion Forums:

Discussion Questions (DQs) are posted on the Discussion section of Blackboard.  The assignments designated as Discussion Forum will open prior to the scheduled online class and close after the scheduled online class. Students are required to answer the DQ and respond to at least one of their colleague’s DQ posts. Each student is required to post their initial response to the question by the required time and are to respond to one or more of their fellow students’ posts by the close of the discussion forum. These time frames ensure facilitation of class discussions via forum.   Non-submission of online discussion forum assignments by designated due date and time will not be accepted and will also result in an absence for the class. Ample time to complete the assignment is provided therefore no late submissions are accepted.  

Substantive Discussion Question and Response Posts.  All answers to the DQs and peer responses must be substantive.  These posts should help to further the discussion of course content.  Substantive discussion includes contributions of additional ideas and sources, insights or questions about classmates’ comments, connections to the course readings, or ways of applying the lessons from the course.  DQ Initial response posts are to be substantive and concise, that is developed with a minimum of 300 words and no more than 500 words. Concise application of the concept is a critical objective. Initial posts must include at least one reputable and current (within the last 5 years) outside source (other than any source provided by the professor) to earn maximum points identified on the rubric. Posts are to be thoughtful, well organized, and free of grammatical errors.  DQ response posts to your peers must be substantive and include an outside source material to support your discussion. Responses such as “good idea” or “I agree” do not constitute substantive posts on their own.  Neither do comments that are unrelated to the topics at hand.  If you say you agree/disagree about something please explain why with evidence from the literature and add to the dialogue. Both the DQ initial post and the peer response post will be considered in grading.

Maximum points earned for each discussion forum is 7.5 points.

Total maximum points earned is 45 points.

Discussion Forum Rubric
Maximum points per post/response Novice Competent Proficient
Understanding of topic/discussion Post is not relevant to the question posed.


Not Substantive – Less than word 300 response


Post is relevant to the question posed


Not Concise – More than 500-word response


Post is relevant to the question posed


Substantive and concise (300 – 500-word response)


Outside Source Outside source not relevant


Missing outside source



Outside source does not support the discussion


Outside source is not cited/referenced


Outside source relevant


cited/referenced according to APA format



Peer Response Missing peer response post.


Not Substantive


Substantive peer response


without outside source.


Substantive peer response


outside source cited/referenced according to APA format.


Total 3 5 7.5

Maximum points earned: 45 (7.5 points for each of 6 discussion forums)


Video Presentation -This assignment is a team collaboration.

Each week we will analyze evidence-based leadership concepts. One critical competency of a nurse leader is the ability to collaborate.  Providing high quality and safe care to people require nurses to work on teams with other healthcare professionals.  There are benefits to working collaboratively and this assignment is designed to help develop those skills.  You will be assigned to work in teams to develop a video that will serve as a vehicle to teach a concept.  The team is free to be creative in achieving the goal but is expected to utilize evidence-based data.  A reference list is required to support the evidence in the video.  Topics for the video production are:

  • The Nurse as Leader – Emotionally Intelligent Leadership
  • Delegating Care – Do’s and Don’ts
  • Caught Between a Rock and a Hard Place – Ethical dilemmas and Courage
  • Is it Safe Out There? – The Culture of Safety/Speaking Up
  • How to Handle a Workplace Bully – Effectively!

There are many ways to create a video. Some examples of programs are:  iMovie, Windows Movie Maker, Animoto, Powtoons, Moovly, Movavi, and Filmora.

Maximum points earned: 20

Team Video Rubric

Dimensions of Performance Rotten Tomatoes Score: 1 Home Video

Score: 2

Academy Award Nominee

Score: 3

Academy Award Winner

Score: 4

Script Little effort has been spent on brainstorming and refining a concept Has brainstormed the concept but no clear focus has emerged A fairly good picture of how the concept will be achieved A clear understanding of the concept emerges from the beginning, well-rehearsed  
Content &


Not organized. Difficult to follow.  Poor quality shows poor effort. Missing references. Portions may be poorly documented and/or organized.   Hard to follow the progressions of the story.  Explanation shows some effort.  Some references are older than 5 years. Fairly well documented and organized. Format is easy to follow. Good explanation shows good effort. References are relevant and recent. Program shows a continuous progression of ideas and tells a complete, easily followed story. Well documented and organized.  Excellent well thought out explanation shows superior effort.  References used are foundational and clearly evidence based.  
Quality Video did not flow. Tape was unedited, with no transitions or audio support of any kind. Video had very little if any editing. Many poor shots remain. Video is fragmented and choppy with little to no audio reinforcement. Video was complete and had all required elements.   Editing was not done well.  Some poor shots remain.  VIdeo is somewhat choppy.  Audio and other enhancements were utilized but not well. Video was complete and had all required elements.   Video was well edited and moves smoothly from scene to scene with proper use of transitions.  Audio and other enhancements were used well.  
Teamwork Obvious that the presentation was created by one or two members of the team. Very low level of collaboration among team members. Presentation a result of a group effort, but only some members contributed. Collaboration demonstrated among some team members. Team members worked together and were assigned different roles. Team members mostly showed collaboration with each other. Effective teamwork. The final product represents something that would have been impossible to accomplish working alone. Clear respectful collaborative relationships.  
Creativity Little or no enhancements or excessive use of enhancements that distract. Enhancements present but they do not support the thesis or are random. Enhancements used are combined smoothly and effectively. Enhancements are planned and purposeful adding impact to the story line.  

 FINAL PAPER: My Personal Leadership Analysis

The American Organization of Nursing Leadership (AONL) has identified critical competencies for nurse managers found at During this course we focus on the “Leader Within,” utilizing the set of guidelines and tenants which facilitate reflective practice. The “Dimensions of Leadership” developed by the Center for Nursing Leadership, offer an example of a set of guidelines/tenants that can be used as a tool to guide personal reflection of an individual’s leadership behaviors. Reflection includes a definition of the concept to demonstrate understanding and an example of how you have used or will potentially use this skill.

Utilizing what you have learned (from the AONL Nurse Manager competencies, discussions, assigned readings, videos, podcasts and articles, and discussion forums) write a scholarly paper presenting a reflection of your personal leadership best practices (actual and/or aspirational) incorporating ALL of the following content points:

  1. Holding the truth: The presence of integrity as a key value of leadership.
  2. Appreciation of ambiguity: Learning to function comfortably amid the ambiguity of our environments.
  3. Diversity as a vehicle to wholeness: The appreciation of diversity in all its forms: race, gender, religion, sexual orientation, generational, the dissenting voice and differences of all kinds.
  4. Holding multiple perspectives without judgment: Creation and holding a space so that multiple perspectives are entertained before decisions are rendered.
  5. Discovery of potential: The ability to search for and find the potential in ourselves and in others.
  6. Quest for adventure towards knowing: Creating a constant state of learning for the self, as well as an organization.
  7. Knowing something of life: The use of reflective learning and translation of that learning to the work at hand.
  8. Nurturing the intellectual and emotional self: Constantly increasing one’s knowledge of the world and the development of the emotional self.
  9. Keeping commitments to oneself: Creating the balance that regenerates and renews the spirit and body so that it can continue to grow.

Your paper should be a minimum of 8 pages and a maximum of 10 pages, double spaced, APA format excluding Title page and Reference Pages. You must cite at least five outside source references from peer reviewed journals within the past 5 years to explain and support your position. Textbook and credible and reputable internet sources may be used in addition to journal references.

Reference style: American Psychological Association (2019). Publication Manual of American Psychological Association (7th Ed.). Washington, D.C.


American Organization of Nursing Leadership  (2015). AONL Nurse Manager Competencies. Chicago, IL: Author. Retrieved April 11, 2017 from:

Proofread paper for spelling, grammar, sentence structure, before submitting.  Late submission of papers will result in a two (2) point deduction for each day the assignment is late after due date.  Papers will not be accepted after five (5) days late and will result in a failure for the assignment.     Maximum points earned:  25

My Personal Leadership Analysis Rubric

Dimension of Performance Max. Points Novice

Concept missing or incorrectly



Concept defined correctly

w/o personal reflection


Concept defined correctly

w/ personal reflection

1.        Introduction 1      
2.        The presence of integrity as a key value of leadership 1      
3.        Learning to function comfortably amid the ambiguity of our environment 1      
4.        The appreciation of diversity in all its forms, the dissenting voice, and differences of all kinds 1      
5.        Creation and holding a space so that multiple perspectives are entertained before decisions are rendered 1      
6.        The ability to search for and find the potential in ourselves and in others 1      
7.        Creating a constant state of learning for the self, as well as an organization 1      
8.        The use of reflective learning and translation of that learning to the work at hand 1      
9.        Constantly increasing one’s knowledge of the world and the development of the emotional self 1      
10.      Creating the balance that regenerates and renews the spirit and body so that it can continue to grow. 1      
11.      Summary and implications for the future 3  0  1  3
12.      The paper is organized logically and the story flows 2 Story does not flow or has a lack of clarity


N/A 3
13.      The paper is insightful, complies with specific format and submission requirements 5 Does not demonstrate self-

awareness, missing personal reflections


Demonstrates some self-awareness, missing key personal reflections



Excellent use of personal reflection contributing to self-awareness


14.      The paper is written in APA format. Citations include current and credible sources from professional literature that support the thesis. 5 Poor APA formatting AND/OR sources are not credible and may be older than 5 years



Some incorrect APA formatting, citations from credible sources in professional literature that support the thesis


Excellent APA format, citations from credible sources in professional literature that support the thesis



Week/Unit Objectives Assignments
Class 1


Syllabus overview

·         The Future of Nursing

·         Finding my “Leader Within”

·         Am I an imposter?

Personal Leadership Statement


Imposter Syndrome questionnaire

Blackboard assignments


Class 2


The Knowledge Worker and Leading Others

1. Professional work is knowledge work.

2. Understand the characteristics and components of personal leadership within a profession.

3. Define the role of the professional knowledge worker as a leader in the nursing profession and its impact on the role of the members.

4. The Leadership Styles

5. Leaders vs. Managers


Discussion Forum #1

IHI Module: Introduction to Healthcare Leadership – L 101


Blackboard assignments


Class 3


Teamwork and Conflict Management

1. Understand the elements and processes associated with interdisciplinary team leadership and the particular role of the team leader.

2. Define the role of the professional nurse as team leader and identify the unique skills required.

3. Outline the characteristics of team dynamics related specifically to team roles, interaction, terms of engagement, and stages of team action.

4. State normative challenges that teams confront in undertaking their work and identify mechanisms for managing those challenges.


DiSC questionnaire


Blackboard assignments

Class 4



1. Understand the importance of identifying signs of conflict.

2. Identify the causes of unresolved and chronic conflict and the impact to teamwork.

3. Determine the requirements for creating a safe space for conflict.

4. Identify the kinds of conflict and solutions to diffuse each type.

5. Develop awareness of personal barriers to engaging conflict.


Discussion Forum #2

 IHI Module: Teamwork & Communication in a Culture of Safety – PS 104

Class 5


The presence of integrity as a key value of leadership

1. Describe the key concepts and related concepts of healthcare ethics.

2. Identify the risks and consequences that may be experienced when nurses’ personal values and their organizations’ values differ.

3. Identify the challenges for nurses in addressing common ethical dilemmas.

4. Describe strategies to address ethical dilemmas related to patient, nurse, and organizational issues.

5. Delineate strategies to develop competence in ethical decision making.

6. Analyze the potential ethical risks in using technology applications specific to patient privacy and confidentiality.

7. Gain an appreciation of the personal risks in taking courageous ethical actions.


IHI Module: Improving Health Equity – TA 102



Blackboard assignments


Class 6


The Rising Cost of Healthcare

1. Understand the differences between fee for service and value-based care delivery systems.

2. Understand basic data measurement concepts, analysis, and interrelationships in determining healthcare equity.

3. Discuss the impact of the Affordable Care Act of 2010.

4. Describe how nurses can lead the transformation of healthcare and why they should.

5. Equity and healthcare economics



Discussion Forum #3


IHI Module: Increasing Value & Reducing Waste at the Point of Care – TA 103

Blackboard assignments

Class 7


Learning to function comfortably amid the ambiguity of our environment.

1. Identify the role of the nursing process in critical thinking.

2. Understand the basic elements and characteristics of professional accountability.

3. Define the unique characteristics of an obligation of ownership and its relationship to accountability.

4. Define normalized deviance and its relationship to accountability.

5. The Culture of Safety: Identify the three types of behavioral choices.

6. Examine the reasons and environment which inhibit speaking up.





IHI Module: Addressing Small Problems to Build Safer, More Reliable Systems – QI 202


Blackboard assignments


Mid Term Assignment:


Class 8


The appreciation of diversity in all its forms: race, gender, religion, sexual orientation, generational, the dissenting voice and differences of all kinds.

1. Incivility and workplace violence

2. Define lateral violence and other forms of workplace harassment.

3. Determine the signs of being bullied.

4. Develop actions to take if bullied.

CDC Module can be retrieved through the following link:


Discussion Forum #4

Workplace Violence Prevention for Nurses

CDC Course No. WB2908 – NIOSH Pub. No. 2013-155


Blackboard assignments

Class 9


Creation and holding a space so that multiple perspectives are entertained before decisions are rendered.


1. Appreciate the complexities of management and clinical delegation.

2. Describe the basic concepts of delegation and supervision as they relate to the delegation of nursing work.

3. Identify inappropriate delegation processes and the implications for negatively impacting patient care.

4. Develop strategies to address the common errors and breakdowns in delegation and supervision.


Discussion Forum #5


Blackboard assignments

Class 10


The ability to search for and find the potential in ourselves and in others.

1. The importance of mentoring

2. Personal Mission Statement

3. What does your social (Networking) face look like?

4. Aspirations and the four nursing “tracks”


Blackboard assignments


Class 11 Creating a constant state of learning for the self, as well as the organization.

1. What impacts life-long learning?

2. Professional organizations – why join?

3. Evidence-based practice and the connection to life-long learning


The use of reflective learning and translation of that learning to the work at hand.

1. The experience of learning

2. Different perspectives of care


Discussion Forum #6


IHI Module: A Guide to Shadowing: Seeing Care Through the Eyes of Patients and Families – PFC 201

Class 12 Constantly increasing one’s knowledge of the world and the development of the emotional self.

  • Activism
  • Global Health
  • Emotional Intelligence
  • Self-Awareness
  • Compassion Fatigue

IHI Module: Incorporating Mindfulness into Clinical Practice – PFC 103

Class 13 Creating the balance that regenerates and renews the spirit and body so that it can continue to grow.

  • Self-Care
  • Super Powers

The “Practice” of Leadership

1. Define the basic elements of leadership and translate them into situations and scenarios that require leadership application.

2. Outline the approaches to issue identification and selection of appropriate strategies to reflect on the issue and to construct mechanisms for its resolution.



Class 14 Team Project Presentations



All IHI assigned modules can be retrieved through the following link:


American Organization of Nursing Leadership. (2015). AONL Nurse Manager Competencies.                     Chicago, IL: Author. Retrieved April 11, 2017 from:

Institute for Healthcare Improvement. (2018). IHI Open School Online Courses. Retrieved from: