i n n o vat i o n s
Abstract
This article explains the development of a value-added leadership focus to a graduate nursing program.
With the changes to and complexity within the health care system,
advanced practice nurses need academic preparation in advanced care
management of populations and
leadership competencies. Strategic
environmental scanning suggested
that some revisions could better prepare future nurse leaders. Through
literature review and focus groups,
facultys analysis provided evidence
for development of a different kind
of advanced practice nurse. This process led to a graduate program that
prepares nurse leaders who are competent in the clinical settings and
leadership roles of todays health
care organizations. The 40-semester
hour program allows flexibility for
minimum career disruption and a
choice of tracks to accommodate individuals educational needs. Grounded
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and care management for populations in a variety of health care settings. These advanced practice nurses
would possess the knowledge, skills,
and competencies necessary to successfully navigate the ever-increasing
complexity of todays health care environment. The purpose of this article
is to describe the processes used in
developing a new focus for the graduate nursing program that included
curriculum design and pedagogy, program implementation, and evaluation
strategies.
Literature Review
Educational Innovations
Neville, 2004; Porter-OGrady & Malloch, 2003; Senge, Scharmer, Jaworski, & Flowers, 2004).
Nurse leaders need to thrive and
embrace change as they effectively
and efficiently guide their organizations through turbulent and chaotic
times (Porter-OGrady & Malloch,
2003). A new era of resonant leaders is emergingleaders who inspire
organizations, are mindful, and instill hope (Boyatzis & McKee, 2005).
This new era of leadership requires
presence, a skill process of suspending, redirecting, letting go, letting
come, crystallizing, prototyping, and
institutionalizing in order to create
transformation (Senge et al., 2004).
Competencies must be framed around
complexity science and leaders must
have proficiency and comfort with the
ever-evolving technology and interpersonal and intrapersonal abilities,
such as coaching employees, managing a team of colleagues, educating
coworkers, managing conflict, and
caring for self (Porter-OGrady & Malloch, 2007).
According to Kerfoot (2006), in our
21st century world:
the successful leader and manager have two very important challenges: to scan the horizon and not
be thrown into crisis by not seeing
predictable surprises, and to recognize the longer, more pervasive
trends that are in the distant future
(pg. 47).
Educational Innovations
Curriculum Design
sion on Collegiate Nursing Education and the American Nurses Credentialing Center (ANCC, 2009) for
graduate programs and certification
eligibility. The curriculum design provides for appropriate practicum experiences to allow students to apply for
specific national certification. In addition, the program has specific outcomes based on curriculum foci and
graduate competencies and skills. An
example of this process relates to the
curriculum focus of budgetary and fiscal knowledge. After completion of the
program, students have acquired the
knowledge and skills needed to oversee budgets and participate in the financial planning process. Another example concerns the curriculum focus
of health systems and health policy.
Upon graduation, students possess
the knowledge and skills needed to
analyze current health care delivery
models and systems, as well as the
dynamics of health policy development.
Another aspect of the evaluation
process is the opportunity for students, alumni, and the graduates employers to provide ongoing feedback
to the program. Students are given
the opportunity to evaluate the program while they are enrolled and at
the time of graduation. As alumni,
they are asked at 1-year, 3-year, and
5-year intervals to complete program
evaluations. Employers of the graduates are also asked to evaluate the
program at 1-year, 3-year, and 5-year
intervals. As faculty and administrators reviewed the initial program
evaluation data provided by students,
specific changes were implemented
(i.e., the addition of a second research
course and the delineation of specific
curricular tracks). Documented benefits of the program from alumni and
employers indicated that many of the
graduates are obtaining promotions
to leadership positions.
Evaluation Strategies
Conclusion
Educational Innovations
References
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