NSGD 4777

LEADERSHIP IN ACTION

COURSE SYLLABUS

If your actions inspire others to dream more, learn more, do more

and become more, you are a leader.

~ John Quincy Adams

Course Code NSGD 4777

Course Title Leadership in Action

Class Location Online (Blackboard)

Class Delivery Asynchronous w/ Optional Synchronous Meetups

Credits 3

Instructor Kirsti Weekes (she/her)

Office Hours Please email with questions or to arrange a meeting

& Location

Email kirstiwb@nipissingu.ca
Prerequisites: All 2000 and 3000-level RPN to BScN Blended Learning NSGD courses with a minimum
grade of 60% or SAT, NSGD 4136, NSGD 4137, NSGD 4026

Anti-requisites: NSGD 4007, NSGD 4017, NURS 4007, NURS 4017

Restrictions: This course is restricted to students enrolled in the RPN to BScN Blended Learning Program.
Hours: Twelve weeks of online instruction for one term.

Description: Students learn the critical path to leadership development in the transition from being a
nursing student to a nursing leader. With a view to the crucial roles of registered nurses at all levels of
public health provision, nursing leadership and management skills, and political action strategies are
explored through examination of current issues and trends.
LAND ACKNOWLEDGEMENT

Nipissing University sits on the territory of Nipissing First Nation, the territory of the Anishnabek, within
the lands protected by the Robinson Huron Treaty of 1850. We are grateful to be able to live and learn on
these lands with all our relations.

COURSE DESCRIPTION

Students learn the critical path to leadership development in the transition from being a nursing student
to a nursing leader. With a view to the crucial roles of registered nurses at all levels of public health
provision, nursing leadership and management skills, and political action strategies are explored through
examination of current issues and trends.

COURSE LEARNING OUTCOMES

Students who successfully complete this course will:

1. Examine, analyze, and evaluate leadership and management concepts, models, theories, and
philosophies for their effects and implications in practice and relevance for nursing in the 21st
Century.
2. Identify and examine historical and current socio-political, cultural, legal, and environmental
trends and issues in nursing and public health provision.
3. Describe types of health care teams, organizational structures and systems, and their implications
for nursing leadership roles.
4. Analyze current trends and issue that influence and underpin leadership/management patterns
and processes within health care settings.
5. Explore communication styles of leadership and managerial decision-making in an era of constant
change.
6. Identify ethical principles of practice and examine the professional, legal, and ethical obligations
of registered nurses practicing in the domains of practice, education, leadership and
management.
7. Develop and implement strategies for professional self- development and to address selected
nursing and health care issues.

REQUIRED COURSE TEXTBOOKS

1. Leadership and Influencing Change in Nursing by Joan Wagner. Licensed under a Creative
Commons Attribution 4.0 International License, except where otherwise noted.

• This free e-book is from Pressbooks & Open Library. Retrieved from:
https://pressbooks.pub/leadershipandinfluencingchangeinnursing/

2. NSGD 4777 Case Analysis Companion (2023) by Rick Vanderlee – OER, Pressbook.

• This free e-book is from eCampusOntario. Retrieved from:

https://ecampusontario.pressbooks.pub/rickv/
 3. Case Coursepack with five cases from Ivey Publishing. This resource is critical and essential to the
course and must be purchased online through the University of Western Ontario’s Ivey School of
Business Ivey Publishing website. You are not able to engage in or complete the course without
this resource.

*** Details to be provided the first week of class for accessing this.

ADDITIONAL RESOURCES

College of Nurses of Ontario (CNO) Entry to Practice Competencies

CNO Professional Standards - https://www.cno.org/globalassets/4-

learnaboutstandardsandguidelines/prac/learn/modules/profstands/slides/leadership.pdf

CNO (2014) has identified Core Competencies expected of RNs upon entry to practice and
ongoing registration with the College. https://www.cno.org/globalassets/docs/reg/41037-entry-
to-practice-competencies-2020.pdf

RELATED LINKS FOR NURSING LEADERSHIP

College of Nurses (CNO):

• Code of Conduct - https://www.cno.org/en/protect-public/code-of-conduct-for-nurses/
• Professional Standards- https://www.cno.org/globalassets/docs/prac/41006_profstds.pdf
• Quality Assurance - https://www.cno.org/en/myqa/

Registered Nurses Association of Ontario (RNAO):

• BPG Developing and Sustaining Nursing Leadership - https://rnao.ca/sites/rnao-
ca/files/LeadershipBPG_Booklet_Web_1.pdf

Canadian Nurses Association (CNA):

• Nursing Leadership Position Statement - https://hl-prod-ca-oc-download.s3-ca-central-
1.amazonaws.com/CNA/2f975e7e-4a40-45ca-863c-
5ebf0a138d5e/UploadedImages/documents/Nursing_Leadership_position_statement.pdf

Canadian College of Health Leaders (CCHE):

• LEADS in a Caring Environment Capabilities Framework -
https://leadscanada.net/document/2906/LEADS_Brochure_revised_2019.pdf

COURSE FORMAT AND ORGANIZATION

Nursing Leadership in Action is an online course designed for student nurses developing their leadership
skills and advancing their careers in the nursing field.

The course is structured based on THREE main sections:

 1. Theoretical concepts: The course will begin with an introduction to the theory of nursing
leadership, including key concepts such as transformational leadership, emotional intelligence,
and change management. You will have the opportunity to engage in discussions and reflective
exercises to deepen your understanding of leadership in action.
2. Case studies: This is the primary method of learning in the course. You will apply theoretical and
practical concepts of leadership to real-world scenarios through case studies. The case studies
are chosen and designed to challenge you to think critically and make decisions in a leadership
and management role.
3. Action planning: Throughout the course, you will work on developing your own action plan to
implement the leadership skills you have learned during the course for your practice.

You will have access to a variety of resources, including readings, videos, and interactive activities, as well
as opportunities for discussion and collaboration with their peers.

Overall, the course aims to provide you as a student nurse with the knowledge, skills, and tools to
become effective leaders in the nursing profession and to improve patient outcomes through effective
leadership in your career.

CASE METHOD LEARNING

“I hear and I forget. I see and I remember. I do and I understand”

Confucius

The Case Method

Case Method Learning is a practical, collaborative teaching and learning approach. This method values
learning by doing, learning by working with actual leadership challenges faced by real leaders and
managers. These are not stories; rather, they challenge your ability to analyze information, make
decisions, and defend those decisions when others around you may disagree. By analyzing real cases you
learn to become a leader and manager. You will advance ideas and debate them—often there is no right
or wrong solution to the case. Unlike the traditional lecture method, which involves one-way delivery of
accepted truths and ideas from a professor to a student, case method approach involves equal
contribution from all members.

Cases enable you to learn by doing and by teaching others. What you learn becomes deeply ingrained and
stays with you. The repetitive opportunity to identify, analyze, and solve a number of issues in a variety of
settings prepares you to become truly professional as a leader.

What is a case?

A case is a description of an actual situation, commonly involving a decision, a challenge, an opportunity,

a problem or an issue faced by someone in an organization. A case allows you to step figuratively into the
position of a leader and decision maker. It is based on actual field data and true scenarios. Cases contain
relevant data about the situation available to the leader at the time of the case, plus background
information about the organization. Its content varies with the educational purpose of the case.
Why are cases used?

Cases are used to enable students to learn about decision making by putting themselves in the position of
actual managers. Students analyze situations, develop alternatives, make decisions, develop
implementation plans and communicate and defend their findings in writing, or during class discussions.
Cases are used to test student understanding of theory, to connect theory with application, and to
develop practical insight. Cases enable students to learn by doing and by teaching each other. In addition
to analytical and decision-making skills, cases allow the development of communication, social, time
management and creative skills.

STUDENT RESPONSIBILITIES

Student responsibilities in this course mostly parallel those of a traditional classroom course. These
responsibilities include:

KNOWLEDGE OF UNIVERSITY ACADEMIC AND NON-ACADEMIC POLICIES AND PROCEDURES

Students should obtain a copy of Nipissing University’s academic and non-academic policies and
procedures. It is the student’s responsibility to know and be aware of information regarding the grading
system, withdrawals, exemptions, class assignments, missed tests and exams, supplemental privileges,
academic dishonesty, and student code of conduct. Students are expected to act in accordance with
these policies and procedures, as well as those outlined in the nursing program student handbook.

ACQUIRING COMPUTER HARDWARE AND SOFTWARE

It is the student’s responsibility to acquire the hardware and software resources necessary to attend this
course. The basic requirements for this course are a computer, software, such as a web browser
compatible with Blackboard course management system and Microsoft programs (e.g., Word,
PowerPoint), and a reliable Internet connection. Students will also need a valid Nipissing University library
username and password to access required readings.

For assistance with Blackboard and other technical inquiries, please email techsrv@nipissingu.ca or call
UTS at (705)-474-3450 ext. 4342.

For assistance with Library resources and access, please email distance@eclibrary.ca or call the Harris
Learning Library at 1-800-655-5154

ACQUIRING COURSE MATERIALS

Students must obtain all necessary course material for free online. Students may also need to access
library resources to obtain required reading material.

ACADEMIC DISHONESTY
The University takes a very serious view of such offences against academic honesty such as plagiarism,
cheating and impersonation. Penalties for dealing with such offences will be strictly enforced. The
complete policy on Academic Dishonesty can be found in the Policies section of the Academic Calendar.

The Academic Dishonesty section of the Academic Calendar can be found at the following URL:
• http://academiccalendar.nipissingu.ca/Catalog/ViewCatalog.aspx?
pageid=viewcatalog&catalogid=5&chapterid=415&topicgroupid=1909&loaduseredits=False

READING COURSE DOCUMENTS

It is expected that students will read all course materials including the course syllabus and assignment
descriptions. This will allow you to become familiar with the course expectations and enable them to plan
for course activities and assignments. It is important that students seek clarification of any aspects of the
course that are unclear in a timely manner.
“ATTENDING” CLASS:

Students are expected to participate in and attend to all the elements of this course (e.g., modules,
discussion forums, blog, etc.). Participating in and attending to course elements parallels attending
lectures, seminars, and participating in a traditional classroom course.

PARTICIPATING

Students are responsible and accountable for regularly attending to the online environment and
participating in the elements of this course. This involves:
• Fostering positivity and an open and caring climate in the online environment;
• Sharing new and relevant information and building on the ideas and issues raised within modules
and by peers and the instructor;
• Questioning or seeking clarification of content and the ideas of peers and the instructor in a
respectful, thoughtful, thought-provoking, and positive manner; and
• Showing sensitivity to the content in the course and the ideas expressed by others within and
outside of the online learning environment.

To encourage participation students may occasionally receive ‘Tips and Reminders’ emails sent to their
Nipissing email account. It is therefore imperative that you regularly check this email.

ORGANIZING AND MANAGING TIME

Compared with a traditional classroom course, an online course often requires students to be more self-
directed in their studies. Students need to be organized and pay close attention to the schedule and due
dates in this course.

EMAIL CONTACT

Email communication with students will only occur through their Nipissing university email account.
Students are required to access this email account on regular basis.

STAYING IN CONTACT
Students are expected to use the communication channels that are available in this course to interact
with peers and the instructor. In urgent situations, students are encouraged to use multiple
communication media (email, phone, etc.) to contact the instructor or peers. Students are expected to
adhere to Nipissing University and program policies related to respectful and appropriate communication
with members of the University community and public.

EXPECTED WORKLOAD

The workload in this course is like that of a traditional classroom course; students should expect to spend
about the same amount of time and effort. Typically, this consists of 6 to 8 hours each week for: 1)
preparation time (e.g., reading, making notes), 2) time online reviewing content and completing activities,
3) preparing assignments, and 4) studying. Depending on your style and approach to learning, some of
you may spend more (or less) time completing these activities. Finally, although most of the work in this
course is individual and in small groups, you are expected to interact regularly with peers through online
discussions and blogging and collaborate sessions.

ASSESSMENT OF LEARNING

Learning in this course is assessed through students’ performance of several activities. These activities
focus on the demonstration of what the student can do with what they have learned, such as applying
their knowledge to select health care leadership case studies and in a discussion forum demonstrating
their skills by describing what they would do in each situation. Refer to the section below titled
“Breakdown” for a list of the assessments in this course.

EVALUATION

Title of Activities Date Due % Final Grade

FOUR group case reports (Case
Case Study Analyses (CARs) and
Analysis Records & Action Plans)
Group Assignment
due end of weeks 5, 7, 9, and 11.
Each group CARs & Action
Pansare worth 20% each =
total of 80%

Final Leadership Assignment

Due final week of course 20%
Self-Assessment of Leadership

TOTAL 100%
IN MORE DETAIL

CASE ANALYSIS RECORDS (CARS) & CASE ACTION PLANS (80%)

What you do with a case, once assigned, should be viewed as a process. The better that process is
executed, the more rewarding the case learning experience becomes.

The case learning process is composed of three stages:

1. Individual Preparation
2. Small Group Discussion
3. Online Class Discussion

For each case study, there will be a group project that involves your group developing a
comprehensive and realistic action plan. The action plans will be a set of solutions to the various
challenges and issues faced by the leader or leaders in each case. Typically, the action plan will
outline what needs to be done, when, where, how, and by whom. You will be expected to support
your rationale for your plans, and make sure you address the challenges and issues. Plans should
discuss each stakeholder’s involvement and a description of the types of leadership and action
strategies to be used to make effective changes in the organization.

As well, using the Case Analysis Record (CAS) provided in Blackboard, you will submit an individual
and group CAR for each case assigned and reviewed in the course.

Each case Action Plan and Case Analysis Record (CAR) is worth 20% of the final grade. Details for
submitting the Action Plans and CARs will be outlined in Blackboard.

You have all been randomly assigned to a group – please see “GROUP” link for your group number.

FINAL LEADERSHIP ASSIGNMENT (20%)

As a future nurse leader, understanding your own leadership style is crucial for effective teamwork,
patient care, and collaboration within the healthcare setting. This assignment is designed to help you
identify and assess your preferred leadership style using select leadership tools. By the end of this
assignment, you should have a clearer understanding of your leadership tendencies, strengths, and
areas for growth. You will do a self-assessment of your own ‘leadership in action’ using select
assessment tools and reflecting on their preferred leadership style.

The assignment is described in more detail in the course shell on Blackboard.

Your assignment will be evaluated based on:

1. Understanding and description of leadership styles and theories.

2. Depth of reflection on self-assessment results and comparison of leadership assessment
tools.
3. Critical analysis of alignment with nursing practice and patient-centered care.
4. Thoughtfulness and feasibility of the personal leadership in action development plan.
5. Clarity, organization, and quality of writing.
 Remember that effective leadership is an ongoing journey of self-awareness and growth. This
assignment is designed to facilitate your exploration of leadership styles and your personal
development as a nurse leader.

PARTICIPATION

Throughout this course, you will be expected to contribute to the community of learning in the
course as 1) an individual responding to each case study; 2) as a member of a group analyzing each
case study.; and 3), in the bi-weekly asynchronous class discussions by providing one original post and
responding to two peers. Each student individually is expected to participate in the discussions with
their peers in assigned groups.

NOTE: This course is designed with specific timelines for posting compositions and individual
responses. These timelines will be clearly indicated in the discussion forum of Backboard. Students
will not be permitted to post to a discussion past these deadlines, both for grading purposes and to
promote engagement with their contributions by the rest of the course participants.

COURSE SCHEDULE

WEEK & MODULE TOPICS CASE STUDY

1 What is nursing leadership in action?

2&3 Learning with Cases - Barbara Norris – Leading

Practice Case Study Change in the General
Surgery Unit

4&5 Leadership, power and influence, Just Clean your Hands

motivation, workplace structure and
culture, communication, and action
planning.
 6&7 Leadership-in-action, value-based Boldly Go: Character drives
leadership, change management, leadership at Providence
organizational communications, & Healthcare
community engagement

8&9 Difference between transition and Leading Change @ SJHC &

change, complex change, importance LHSC: Burr under the saddle
of emotional intelligence, influence or a grain of sand in the
as change agents oyster

10 & 11 Concepts of power, dependency, Bend it Like Bonnie: Power

influence tactics, & political skill, and politics during a
power bases used to influence pandemic
behavior

12 Leadership Self-Assessment & Due the last day of classes.

Participation Assignments

Course Instructor

Dr. Kirsti Weekes has been a nurse for over 35 years, working as an RPN and then an RN in
medicine, surgery, obstetrics, and mental health. She is currently the Chief Nursing Officer at the Perth
and Smiths Falls Hospital near Ottawa. Formerly, she was the Manager of Nursing Professional Practice
at the Queensway Carleton Hospital in Ottawa, head of education and Chair of the Research Ethics
Board at Winchester Hospital, the Coordinator of Nursing Education for The Ottawa Hospital and prior
to that she was the Advanced Practice Nurse for the Eating Disorders Program at the Regional Centre for
the Treatment of Eating Disorders at The Ottawa Hospital. Kirsti holds a Bachelor of Arts degree in
Psychology and Law with a Concentration in Criminology from Carleton University, a Bachelor of Science
and a Master of Science in Nursing from the University of Ottawa, and a Doctorate in Health
Administration from Arizona.