2022 Spring Education and Leadership Syllabus

NS5070P Education and Leadership for Advanced Nursing Practice
Spring 2022 Syllabus
DUBLIN CITY UNIVERSITY
School of Nursing and Human Sciences
NS5070P
EDUCATION AND LEADERSHIP FOR ADVANCED NURSING PRACTICE
Course Syllabus
April 2022
1|Page
Dublin City University

School of Nursing and Human Sciences
COURSE #: NS5070P
COURSE TITLE: Education and Leadership for Advanced Nursing Practice
CREDITS: 10 CREDIT Module
PREREQUISITES: Per DCU guidelines: There is prior learning (or a practical skill) that is mandatory before enrollment in this
module is allowed. You may not enroll in this module if you have not acquired the learning necessary to
successfully complete this course. If you have any questions regarding your eligibility, please discuss with
your advisor.
COREQUISITES: None
COURSE DIRECTOR: Ann Zaia, PhD, APRN, SM, MSN, MHA, CHS, COHN-S, FAAOHN
COURSE FACULTY: Dr. Ann Zaia

azaia.harvard05@gmail.com
Course Site: https://loop.dcu.ie/theme/dcu/layout/altlogin.php
Office location/hours: Virtual and in person by appointment
Class Meeting times: 3 weeks – Sun. Mon. Tues. 0830 – 1530 each day
2|Page
Email Communication:
Email communication should be sent through my personal email account at

azaia.harvard05@gmail.com . Typically, emails are answered within the same day. At a minimum,
during the work week, they will be answered within 24 hours. From time to time, announcements
will be posted on the course that will automatically go to your DCU email to keep you updated
regarding any issues; please check your DCU email at least once a day to assure you have the most
current information.
Course Description:
This module will focus on key strategies necessary to assist nurses in their future roles as nurse
leaders and educators within healthcare settings. Key aspects of focus will include contemporary
theories of management and leadership, which inform and underpin practice development
initiatives for advanced nursing practice. Facilitating learning and knowledge transfer in healthcare
settings through coaching, mentoring and supervision will be underpinned by theories of learning.
The module will incorporate a variety of teaching, learning and assessment strategies designed to
harness student capability for advanced nursing practice through leadership, education and
management of change within healthcare organizations.
Table of Learning Outcomes:

3|Page
Learning Outcomes
On successful completion of this module the learner will be able to:
LO1 Integrate knowledge of leadership and management theories, models and
frameworks to guide and inform clinical practice.
LO2 Critically examine knowledge and skills and attributes necessary to effectively
facilitate learning in practice.
LO3 Demonstrate leadership in the translation of new knowledge into practice through
critical engagement and evaluation of educational relationships between teacher
and learner.
LO4 Critically examine inter- and intra-professional partnerships within complex
healthcare systems and the contribution of leadership to capacity-building.
LO5 Evaluate how organizational structure and care processes impact the quality of
healthcare.
LO6 Critically examine how national and local quality improvement systems and
practices impact on health care.
4|Page
Indicative Content and Learning Activities

Leadership and Management
Contemporary theories, systems, models and approaches. Overview of leadership and management
concepts. Contemporary leadership and management theories; motivational theories; consideration
of leadership as a component of capacity building form a team, service provision, organization and
wider health context perspective.
Quality
Quality improvement systems and practices; improvement science; safety culture; impact of
international, national and local policy and practices.
Organizations
Contemporary organizational theories; complex organizational healthcare systems, structure &
culture; inter-professional collaborative partnership; conflict management, concepts of power,
empowerment and change. Problem solving and decision-making.
Education
Educational philosophy and theories of learning; behavioral and cognitive learning theories;
principles of learning/ learning styles; learning strategies – group learning and group dynamics,
work-based learning, inquiry-based learning, problem based learning.
Educational relationships – coaching, mentoring, clinical supervision; assessment of clinical learning
and competence; learning contracts, reflection, lifelong learning; professional and health policy
influences on clinical learning environment.
5|Page
Assessment Breakdown %
Continuous Assessment 100.00%
Continuous Assessment
Assessment Type Assessment Description Outcome % of Assessment Due Date
Addressed total
Assignment Written assignment critically analysing an 1,3,4,5,6 50.00 Due 4/22/22 by midnight in the assignment
aspect of Leadership and Management drop box on the DCU Loop course website
within healthcare organisations.
(Summative,3,000 words) words
Practical teaching Completion of learning plan, micro- 1,2,3 50.00 Micro-Teaching Session due date: Students
skill teaching session and peer evaluation. will be assigned to a group who will create a
demonstration. (Summative paper of exercise: 1000
word report/evaluation).
voice-over PowerPoint Presentation of a micro-
teaching session that will be due on 4/17/22.
Group PPT presentations will be M/T/W the
week of 4/17/22. This project is discussed
during the first week of class.
Summative micro-teaching session
report/evaluation paper due date 4/16/22 by
midnight: 1000-word report/evaluation of micro-
teaching session and lesson plan.
There is No End of Module Formal Examination
6|Page
Module Workload
Full Time hours per semester

Workload Type Workload Description Hours
Lecture Asynchronous and synchronous online learning 24
with module coordinator through lecture delivery
mode.
Group work Synchronous and asynchronous learning and 12
engagement with pre-determined module tasks
including on-line activities. Includes peer and self-
review; contribution to discussion forums and
completion of individual online tasks.
Tutorials Virtual, online structured small group supervision to 12
guide and support active learning and engagement
with module requirements.
Independent Reflection on concepts and frameworks 202
learning time underpinning module focus; prospect for critical and
creative thinking; assimilation of new knowledge;
identification of informal learning opportunities.
Total Hours 250.00
Teaching Strategies:
This course will use many teaching/learning strategies including, but not limited to, online activities such as problem-based learning,
group and individual work, asynchronous and synchronous lecture, tutorials, and independent study. It is expected that other
learning strategies may emerge as we explore course content and learning together.
7|Page
Evaluation Criteria:
1) Written assignment: Critically analysing an aspect of leadership

and/or management within healthcare organizations 50%
2) Practical teaching skills demonstration and summative paper 50%
Grading Scale Table:
DCU PNU Letter Grade Point

80+ 95 A+ 5.00
65-79 90 A 4.75
55-64 85 B+ 4.50
45-54 80 B 4.00
40-44 75 C+ 3.50
30-39 65 F 2.50
20-30 60 F 2.00
Less than 20 50 F 1.00
Attendance – Attendance and active participation in class is expected in the online learning environment. Moreover, arrival to class
on time is essential. In order to facilitate an environment that is conductive to learning for all students.
Participation – In order to get the most out this course, your active participation is required. Learning requires your engagement in
the course content and activities. This course is designed to provide a mix of independent and group work. Your participation
benefits not only you, but your group members as well.
8|Page
Writing – Module coordinators are models and coaches of writing for their students. Please have your work edited prior to
submitting it, as part of your mark will go toward writing. Please review feedback carefully as it will help you to improve future work.
For students who have trouble in meeting writing expectations, seek help either from PNU Student Support Services or privately.
All your work must be your own, written and referenced according to Harvard style. Please refer to the DCU Library under “Quick
Links” at the bottom right hand corner of the page for excellent resources to assist you with formatting citations - most helpful will
be the Cite Them Right and Harvard Style of Citing and Referencing links. Also, if you have not yet taken the LETS e-Tutorial please
take time to do so, this is a must!
Do not copy work from other students, from texts, computer-based sources or any other source. Failure to appropriately reference
other people’s ideas and words constitutes plagiarism, which can result in no credit for the course.
Written Assignments – These should be typed, double-spaced, one-inch margins, using a standard 12-point font. Follow Harvard
format for title pages, headings, page numbering, and references. Submit work via the course Loop website, using the appropriate
“assignment” link that will be clearly available for you. All documents should be submitted as Word files. When submitting your
document, save it with your name followed by the name of the assignment, for example, Group A_PBL1.docx
Scholarly Work – Scholarly work goes beyond opinion and the simple description of readings. It involves reflection and inquiry, citing
readings and the literature as evidence to support your position(s).
Deadlines – Please pay close attention to the module schedule, in particular assignment deadlines and pace your work. The schedule
document is intended to help you keep on track throughout the course. If you find yourself off pace, please communicate with your
team and with the course faculty.
Course Schedule and Learning Outcomes Map – Located on Loop. We will review the learning outcomes at the beginning and at the
end of the module.
Disability
If you need course accommodations because of a disability, if you have emergency medical information to share, or if you need
special arrangements in case the building must be evacuated, please make an appointment to see the course coordinator.
9|Page
DCU ACADEMIC INTEGRITY AND PLAGIARISM POLICY

As members of an academic community engaged in the pursuit of truth and with a special concern for values, students are expected
to conform to high standards of honesty and integrity in their academic work. The fundamental assumption under which the
University operates is that work submitted by a student is a product of his/her own efforts.
Among the most serious academic offenses is plagiarism, submitting the style of another author or source without acknowledgment
or formal documentation. Plagiarism occurs when specific phrases or entire passages, whether a sentence, paragraph, or longer
excerpt, are incorporated into one's own writing without quotation marks or documentation. One also plagiarizes by paraphrasing
the work of another that is, retaining another writer's ideas and structure without documentation.
Students are advised to always set off another writer's exact words by quotation marks, with appropriate references. Students avoid
plagiarism by concentrating on their own words and ideas and by fully crediting others' work and ideas when they find their way into
the writing. Whenever in doubt, cite the source.
Students who purchase essays from other students or agencies or who copy from one another or from prohibited sources, commit
the most serious type of academic dishonesty.
The consequences of plagiarism, or any act of academic dishonesty, is outlined in the DCU Academic Integrity and Plagiarism Policy
which can be located at this link: DCU Academic Integrity and Plagiarism Policy . Please acquaint yourself with the contents of this
document.
Students in the School of Nursing and Human Sciences at the Dublin City University are expected to exhibit behaviors that epitomize
academic, professional and personal integrity, committed to values, respect for others, and academic excellence. Adherence to such
high standards is necessary to ensure quality in education and clinical care in all School of Nursing and Human Sciences programs.
When you are submitting an assignment via Loop in this course, you will be asked to agree to the following:
All files uploaded will be submitted to the plagiarism detection service URKUND,
If you wish to prevent your document from being used as a source for analysis outside this site by other organizations you can use the opt-out link
provided after the report has been generated.
10 | P a g e
I understand that the University regards breaches of academic integrity and plagiarism as grave and serious.
I have read and understood the DCU Academic Integrity and Plagiarism Policy. I accept the penalties that may be imposed should I engage in
practice or practices that breach this policy.
I have identified and included the source of all facts, ideas, opinions and viewpoints of others in the assignment references. Direct quotations,
paraphrasing, discussion of ideas from books, journal articles, internet sources, module text, or any other source whatsoever are acknowledged
and the sources cited are identified in the assignment references.
I declare that this material, which I now submit for assessment, is entirely my own work and has not been taken from the work of others save and
to the extent that such work has been cited and acknowledged within the text of my work.
I have used the DCU library referencing guidelines (available at https://www101.dcu.ie/library/Citing&ReferencingGuide/player.html) and/or the
appropriate referencing system recommended in the assignment guidelines and/or program documentation.
By ticking this box I confirm that this assignment, or any part of it, has not been previously submitted by me or any other person for assessment
on this or any other course of study.
By ticking this box and submitting material for assessment online I confirm that I have read and understood the DCU Academic Integrity and
Plagiarism Policy (available at http://www.dcu.ie/registry/examinations/index.shtml).
Required Texts
Gaberson, K., Oermann, M. and Shellenbarger, T. (2015). Clinical teaching strategies in nursing. 4th edn. New York: Springer
Publishing Company. [ISBN-13: 978-0-8261-1961-2]
Marquis, B. L., Huston, C. J. (2017). Leadership roles and management functions in nursing. 9th edn. Philadelphia: Wolters Kluwer.
[ISBN-13: 9781496349798]
11 | P a g e
Supplementary/Recommended Resources
Hughes, S.J. and Quinn, F.M. (2013). Quinn’s principles and practice of nurse education. 6th Edn. Hampshire (U.K.): Cengage
Learning. [ISBN 978-1408072820]
Gopee, N. (2011). Mentoring and supervision in healthcare. 2nd Edn. London: Sage Publications, Inc. [ISBN 978085702419]
Institute of Health (2011). The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press.
[ISBN: 978-0-309-15823-7]
Malloch, K. and Porter-O'Grady, T. (2015). The career handoff: A healthcare leader’s guide to knowledge & wisdom transfer across
generation. Indianapolis, USA: Sigma Theta Tau International.
McEwen, M. and Wills, E.M. (2014). Theoretical basis for nursing. 4th Edn. Philadelphia: Wolters Kluwer Lippincott Williams and
Wilkins. [ISBN 978-1451190311]
Rubenfeld, M.G. and Scheffer, B.K. (2014). Critical thinking tactics for nurses: Achieving the IOM Competencies. 3rd Edn. Boston:
Jones Bartlett Publishers. [ISBN 978-1284041385]
Stanley, D. (Ed) (2016). Clinical leadership in nursing and healthcare: Values into action. W. Sussex (U.K.): Wiley Blackwell. [ISBN 978-
1119253761]
12 | P a g e
Week TOPIC READ prior to class Activities / Assessment due dates

WEEK 1  Course overview Marquis & Huston: Chs. 1, 2, 3 (LO 1) In class work:
April 3  Importance of  Discussion: Welcome and overview of
Sunday decision making and course
critical thinking in Gaberson et al.: Chs. 1, 2, 3 (LO 2, 3) o Structure of class
leadership and o Overview of major assignments
management  Lecture: Critical thinking in leadership and
 Leadership and management
management theory
application and use
WEEK 1  Clinical teaching Marquis & Huston: Ch. 4, and pp. 128-129, 144-145, In class work:
April 4  Ethics in leadership 147-148 (LO 1, 4, 5)  Recap of yesterday’s work
Monday and management  Discussion: Learning Plan, Micro-Teaching
 Ethics in relationship Session, and Peer Evaluation Teaching Tool
to clinical teaching Gaberson et al.: Chs. 4, 5, 6 (LO 2, 3) rubric assignment guidelines
 Lecture: Ethical challenges in leadership,
Please Review this Website: ANA Code of Ethics management, and the classroom
https://www.nursingworld.org/coe-view-only  Activity (On DCU Loop Website): Chat Room
Assignment (instructions in Chat Room).
Please Read Article: The Role Legitimacy of Nurses in DUE Thursday 4/7 by midnight.
13 | P a g e
Saudi Arabia (article is linked to this session in the

resource section on the DCU LOOP website)
WEEK 1  Roles and functions in Marquis & Huston: Chs. 7 & 8 (LO 1, 5) In class work:
April 5 planning  Recap of yesterday’s work
Tuesday o Change theory  Discussion: Critical analysis of leadership
o Fiscal planning Gaberson et al.: Ch. 7 (LO 2, 3) and management paper guidelines
 Strategies for clinical  Lecture: Change theory and Nursing
teaching Education
 Activity (In-Class): Group work- should there
be a change in how nursing education is
taught? If so, what changes would your
group recommend and why?
Reminder for next week: Micro-teaching session
group PPTs are due on 4/17. Summative
report/evaluation paper is due on 4/16 by
midnight.
WEEK 2  Organizational Marquis & Huston: pp. 292-315 and 321-332 (LO 1, 4) In class work:
April 10 structure  Recap of last week’s work
Sunday  Effective clinical  Discussion: Leadership and management
teaching Gaberson et al.: Ch. 8 (LO2, 3) paper in-class discussion
 Lecture: Organizational Structure & Power
 Change is difficult Chat Room: Please see
online chat room in week 2 for instructions
on this assignment which is due 4/14
WEEK 2  Roles and functions in Marquis & Huston: pp. 379-400, Ch. 16 (LO 2,3,4,5) In class work:
April 11 staffing  Recap of yesterday’s work
Monday  Educating Staff Gaberson et al.: Chs. 9 & 10 (LO 2)  Discussion: Review of micro-teaching
assignment
 Lecture: Employee Recruitment, Selection,
Placement, and Indoctrination
WEEK 2  Motivation and Marquis & Huston: pp. 464-477, 490-509 (LO 1,5) In class work:
14 | P a g e
April 12 communication  Recap of yesterday’s work

Tuesday  Case presentation and  Lecture: Motivation and communication in
clinical conference Gaberson et al.: Chs. 11 & 12 (LO 3) the workplace
Reminder for THIS week: 4/16 DUE by midnight: Learning plan paper
micro-teaching session (summative, 1000-word report/evaluation of
learning plan and summative micro-learning demonstration).
paper due on 4/16 as PPT (LO 1, 2, 3)
presentations start in class on
4/17.
Reminder for next week: Critical analysis of
leadership and management paper is due on 4/22.
WEEK 3  Practical teaching Marquis & Huston: Ch. 21 (LO 1,4,5,6) In class work:
April 17 skills demonstration  Recap of yesterday’s work
Sunday (all week) Gaberson et al.: Ch. 13 (LO 3) Activity: In class all week Student PowerPoints
 Conflict resolution and Presentations: Teaching Skills Demonstration.
negotiation  Lecture: Effective conflict resolution
 Use of preceptors as
teaching agents
WEEK 3  Practical teaching skill Marquis & Huston: Pages 610-623, 630-634, 636-638 In class work:
April 18 demonstration (all (LO 5,6)  Recap of yesterday’s work
Monday week) Activity: In class all week Student PowerPoints
 Healthcare quality Gaberson et al.: Ch. 14 (LO 2) Presentations: Teaching Skills Demonstration.
 Written assignments in  Lecture: Clinical writing assignments
the clinical setting
WEEK 3  Practical teaching skill Marquis & Huston: Ch. 25 (LO 1,4,5) In class work:
April 19 demonstration (all  Recap of yesterday’s work
Tuesday week) Gaberson et al.: Ch. 15 (LO 2) Activity: In class all week Student PowerPoints
 Quality control and Presentations: Teaching Skills Demonstration.
healthcare outcomes  Lecture: Clinical evaluation and grading
 Clinical Evaluation and 4/22 DUE: Written assignment (summative, 3,000
Grading words) critically analysing an aspect of leadership
15 | P a g e
Reminder for THIS week: and management within healthcare organizations.

Critical analysis of leadership (LO 1, 3, 4, 5, 6)
and management paper is
due on 4/22 by midnight.
16 | P a g e

2022 Spring Education and Leadership Syllabus

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

2022 Spring Education and Leadership Syllabus

Uploaded by

Copyright:

Available Formats

NS5070P Education and Leadership for Advanced Nursing Practice

Spring 2022 Syllabus

DUBLIN CITY UNIVERSITY

School of Nursing and Human Sciences

EDUCATION AND LEADERSHIP FOR ADVANCED NURSING PRACTICE

Dublin City University

COURSE TITLE: Education and Leadership for Advanced Nursing Practice

CREDITS: 10 CREDIT Module

COURSE FACULTY: Dr. Ann Zaia

Course Site: https://loop.dcu.ie/theme/dcu/layout/altlogin.php

Office location/hours: Virtual and in person by appointment

Email communication should be sent through my personal email account at

Table of Learning Outcomes:

Indicative Content and Learning Activities

Full Time hours per semester

1) Written assignment: Critically analysing an aspect of leadership

Grading Scale Table:

DCU PNU Letter Grade Point

DCU ACADEMIC INTEGRITY AND PLAGIARISM POLICY

Week TOPIC READ prior to class Activities / Assessment due dates

Saudi Arabia (article is linked to this session in the

April 12 communication  Recap of yesterday’s work

Reminder for THIS week: and management within healthcare organizations.

You might also like