NURSING 7011 - Leadership & Management in Nursing

North Terrace Campus - Semester 2 - 2019

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.

  • General Course Information
    Course Details
    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
    Assessment Essay and portfolio
    Course Staff

    Course Coordinator: Dr Lynette Cusack

    Course Coordinator: Dr Lynette Cusack
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Discuss key structural factors that shape leadership decision making in the healthcare system

    2 Reflect on your leadership strengths and weaknesses in relation to the RN role to improve your own practice.

    3 Analyse how nursing leadership can influence healthcare policy to impact healthcare outcomes.
    4 Integrate knowledge of the Australian healthcare system to influence quality care.

    5 Theorise how nursing leaders can influence a positive workplace culture.

    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
    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
    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
  • Learning Resources
    Required Resources
    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.

    Online Learning
    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.

    UNIFIED is your one-stop shop for email, calendar, MyUni and Access Adelaide. It even allows you to search the Library.
    UNIFIED is available to all active students; with a single login you can access your student systems and personal information through a central website. Login with your Student ID ("a1234567") and Password.

    For more information, including easy to follow instructions visit

    Library Resources
    Help for Nursing Students
    The University of Adelaide Library has a website to help nursing students use the library and its resource (

    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 (
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Each 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 Summary
    This course is designed to assist you develop the theoretical base for leadership and management skills necessary for a clinician with management functions.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Assignment Formative 0% 2-3
    Assignment Summative 60% 1-6
    Essay Summative 40% 1-3
    Assessment Detail
    Assessment 1

    The purpose of assessment 1 is to commence work on an assignment that will assist students to gain an understanding of leadership in nursing.

    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.  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 the personal reflection

    Assessment 2

    The purpose of assessment 2 is to enable students to link leadership  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  skills. Students will identify both their strengths and weaknesses and indicate those areas requiring development.

    Students are to reflect on their personal leadership skills and discuss what they could do to enhance their personal leadership 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. Reference to the literature will demonstrate understanding of leadership and management theories
    and practice on which you base your personal reflection.

    Assessment 3

    The purpose of assessment 3 is to develop understanding of policy and the nurses’ role in policy development and
    implementation in Australian health care settings where nurses work.  

    The essay should include an introduction, discussion of key points and conclusion. Reference to peer reviewed literature is required to demonstrate understanding of the essay topic.

    Assessments, 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

    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 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
    Course Grading

    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.

    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 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.

  • Student Feedback

    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 ( 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.

    The course has continued to be revised for relevance to students from diverse packgrounds. The course is offered to post-graduate preregistration students and experienced managers of nurses. Designing course materials that better meet the needs of all cohorts of students continues.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.