NURSING 7011 - Leadership & Management in Nursing
North Terrace Campus - Semester 2 - 2018
General Course Information
Course Code NURSING 7011 Course Leadership & Management in Nursing Coordinating Unit Adelaide Nursing School Term Semester 2 Level Postgraduate Coursework Location/s North Terrace Campus Units 3 Contact Online, 1hr x 6 sessions. Face to Face weekly compulsory sessions for international students as per ESOS compliance. Available for Study Abroad and Exchange N Restrictions Available to MNSc and MClinNurs students only Course Description This course will explore contemporary issues related to leadership and management necessary for a registered nurse. All nurses have leadership and to some extent management responsibilities.
Topics will include characteristics of effective leadership and decision making, the health care workforce, changing dynamic of policy and practices in Australian health care, quality and safety in health care.
Course Coordinator: Dr Lynette CusackCourse Coordinator: Dr Lynette Cusack
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 discuss the broader health care system 2 discuss how policy is developed and the impact of policies on the workplace 3 identify professional issues relating to the clinical leaders role 4 identify key structural factors shaping decision making and problem solving for a clinical leader 5 summarise nursing leadership theories and the application of these theories in leadership practice 6 describe the importance of quality management and how it relates to the clinical leader.
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1 2 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
3 4 5 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
6 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
4 5 6 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
4 5 6
The prescribed texts are integral to the course:
Day GE & Leggat SG. 2015, Leading and Managing Health Services an Australian perspective. Cambridge Univeraity Press Port Melbourne.
Willis E, Reynolds L & Keleher H. 2016, Understanding the Australian Health Care System, 3rd edn, Elsevier, Australia.
All students enrolled in a postgraduate coursework nursing program have access to the School of Nursing – Postgraduate Coursework Student Centre on MyUni. If you would like the opportunity to network with other students, you can use the Communication features in the site. This site will also feature information about the latest news and events at the School of Nursing.
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For more information, including easy to follow instructions visit https://unified.adelaide.edu.au/web/mycampus/home.
Help for Nursing Students
The University of Adelaide Library has a website to help nursing students use the library and its resource (www.library.adelaide.edu.au/guide/med/nursing).
Remote student library service
The University of Adelaide Library provides a document delivery and loans service to non-metropolitan students who do not visit a University of Adelaide campus to attend classes (www.adelaide.edu.au/library/docdel/external.html).
Learning & Teaching Activities
Learning & Teaching ModesEach week students will have theoretical and practical work to complete. Readings will be accompanied by explanatory text and exercises to test and rehearse the information contained in the course materials. They are designed to help you through difficult concepts or to draw your attention to the most important points.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester.
Learning Activities SummaryThis course is designed to assist you develop the theoretical base for leadership and management skills necessary for a clinician with management functions.
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed Assignment Formative 0% 2-3 Assignment Summative 70% 1-6 Essay Summative 30% 1-3
Assessment DetailAssessment 1
Due week 3
The purpose of
assessment 1 is to commence work on an assignment that will assist students to gain an understanding of leadership and management.
In 250 words students are to reflect on one leadership skill from a personal perspective and identify what they could do to
enhance their personal leadership capacity in this area. This assignment requires personal reflection. It requires students to reflect on their own leadership skills, knowledge and personality. When doing so students may write in the first person if they choose.
Reference to peer reviewed literature is required to demonstrate understanding of leadership theories and practice, and will form the basis of your personal reflection
Due week 6
Word Count 2650
The purpose of assessment 2 is to enable students to link leadership and management theory to practice, enhancing their ability to work as a registered nurse. Assignment 2 extends on assignment 1. Work from assignment 1 may be refined as necessary and included in assignment 2.The assignment requires students to continue to reflect on their personal leadership and management skills. Students will identify both their strengths and weaknesses and indicate those areas requiring development.
In 2,650 words students are to reflect on their personal leadership and management skills and discuss what they could do to enhance
their personal leadership and management capacity in these areas.
This assignment is a scholarly item of assessment so it is necessary to support the discussion with reference to the literature on leadership and management. Reference to the literature will demonstrate understanding of leadership and management theories
and practice on which you base your personal reflection.
The purpose of assessment 3 is to develop understanding of policy, legislation and the nurses’ role in policy development and
implementation in Australian health care settings where nurses work.
In 1,100 words students are to: ·
Discuss the relationship between healthcare policy and legislation in Australia.
Discuss the role of the nurse in policy development in Australia at a national, state and health care organisation level.
Examine challenges to policy implementation that nurses may encounter.
The essay should include an introduction, discussion of key points and conclusion. The marking guide indicates the expectations in each of these areas.
Reference to peer reviewed literature is required to
demonstrate understanding of the essay topic.
SubmissionAssessments, unless otherwise stated in your Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in this Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/.
An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file. If submitting a PowerPoint presentation for marking, the .ppt or .pptx must be submitted as .pdf file. It is also important to submit your file under your name, such as surname.firstname. MyUni stamps all the other details against your filename once you submit your assessment.
An Assignment Coversheet must be submitted with each assessment. The coversheet should be the first page of your assessment. A word version of the Assignment Coversheet is available to download at www.health.adelaide.edu.au/nursing/students/resources. The Plagiarism Statement must be signed and dated for your assessment to be marked (please note the details stated on the Assignment Coversheet). More information on avoiding Plagiarism is available at www.adelaide.edu.au/clpd/plagiarism/
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.Plagiarism
Students are reminded that plagiarism and other forms of academic dishonesty constitute a serious offence and can result in disciplinary procedures. Students are advised to read the policy Academic Honesty and Assessment Obligations for Coursework Students Policy & Coursework Students: Academic Dishonesty Procedures policy, available at www.adelaide.edu.au/policies/230/. The following definitions should be noted.
Referencing: providing a full bibliographic reference to the source of the citation (in a style as determined by the School).
Quotation: placing an excerpt from an original source into a paper using either quotation marks or indentation, with the source cited, using an approved referencing system in order to give credit to the original author.
Paraphrasing: repeating a section of text using different words which retain the original meaning.
Please note: changing just a few words does not constitute paraphrasing.
Marking Guide – Essay
Structure and Writing Style 25% Structure (15%)
• Introduces/outlines/situates the topic of the essay.
• Clearly describes the way in which the essay will proceed.
• The essay is structured in a logical sequence so that the content flows (headings may be used to develop the structure of the paper).
• The essays end with a cogent, defendable conclusion that summarises the discussion within the body of the paper.
Writing Style (10%)
• The essay is written with clear sentence structure, clarity of argument and precision of expression and the spelling and grammar are correct.
Content and Critical Analysis 60% Content (30%)
• The essay question has been answered or the topic/issue has been discussed.
• The essay content has clear links to contemporary nursing practice.
• The student’s paper demonstrates a depth of understanding of the topic and significant issues.
Critical Analysis (30%)
• The essay demonstrates a high degree of critical thought and insight by:
o providing a justification/rationale for the argument/discussion
o demonstrating they have reflected on the complex issues surrounding the topic/question
o discussing the topic from differing perspectives, thereby providing a balanced argument/discussion.
Referencing 15% • The referencing style used throughout the summary paper is congruent with the School’s Student handbook and style guide.
• The reference list is accurate (i.e. no missing page numbers, volumes, correct title etc), complete (i.e. no references in the body of the paper are missing from the reference list) and consistent with the School’s Student handbook and style guide.
• The references cited are contemporary (i.e. less than 10 years old unless seminal papers).
• Primary references are used predominantly (i.e. the original reference has been cited rather than a secondary source).
• There is evidence in the summary paper that the student has searched widely for information related to the topic/issue.
• The student has acknowledged all sources of information.
• Direct quotations are only used to make crucial points or to support the discussion/argument.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
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