NURS-4211 Role of the Nurse Leader Presentations

NURS-4211 Role of the Nurse Leader Presentations

NURS-4211 Role of the Nurse Leader Presentations

 

Week 6 Practicum Group Discussion

Presentations

This week, you will present your PowerPoint presentation to the class incorporating the feedback you received from the presentation to community members in Week 5. The presentation is due in the discussions by Day 3 of Week 6. (Presentation also needs to be submitted to the Week 6 Assignment link.)

Presentation on theme: “The Role of the Contemporary Nursing Leader”— Presentation transcript:

1 The Role of the Contemporary Nursing Leader
Module OneNGR 6725

2 “If your actions inspire others to dream more, learn more, do more and become more, you are a leader.”John Quincy Adams

3 What is Expected of Nursing Leaders Today?

Good Business SkillsSystems ThinkersCollaborative Approach to LeadershipKnowledgeable about trends and issues impacting nursingVisionary about the FutureStrong People SkillsAbility to create a work environment that is safe for patients and will inspire the workforce

4 Major Challenges Facing Today’s Nursing Leaders

Uncertainty with Healthcare ReformDeclining ReimbursementsLong-Term Recruitment & Retention of StaffAn aging nursing workforceFinancial ConstraintsRegulatory RequirementsGrowing public concern about “safe staffing and patient safety issues”Lack of “bench strength” in the nursing leadership ranks.

5 So what do nurses today want from their Leaders?

6 A Review of the Evidence tells Nurses want the following
Leaders who are authentic.Leaders who are transformational.Leaders who build healthy work environments.Leaders who help frame the chaos.Leaders who develop others.

7 The Leadership Journey

Some of you in the class have not yet taken a leadership role while some have been in leadership roles for several years. Every leader’s journey is different. Finishing a master’s degree is a good start and will provide you with great tools to begin/and or function more effectively in the role. But the following 4 slides offer other good steps to take.

8 Your Leadership Journey Step 1 Self-Reflection

Am I seen by co-workers as someone who has integrity?Am I empathetic towards others on my team?Do I have the respect of my peers?Do I demonstrate emotional intelligence?Can I create a vision that lends direction to the work of the team?Do I have good judgment?Do I have the courage to face conflict?Am I a Self-Starter?Can I stay positive and resilient in a changing environment?Do I have a passion for nursing and can I inspire that passion in others?

9 Step 2 Find a MentorAsk yourself what you want from a mentor and the mentoring experience.Reflect on your own preferences.Decide what qualities you want in a mentorConsider availabilityMake a list of potential mentors and ask to be mentored.

10 Step 3 – Volunteer for Leadership

Volunteer for task forces and committees.Take chargeParticipate in organization community sponsored activitiesAttend staff meetings and voice opinionsGet involved in leadership in professional organizationsGet involved in political advocacy

11 Step 4 – Be a Continuous Learner

Read and stay professionally updatedMaintain an awareness of current events and how they could impact health careNetwork with other professionals at meetingsLook for evidence-based practicesContinue your education

12 But the Future of Nursing will be Different

Our challenge is to prepare our future generation of nurse leaders to lead in an environment that will be considerably different from the one that we now live in. Tim Porter-O’Grady – on what he describes as the Moses challenge.

13 Future predictions – will impact nursing

Reimbursement will increasing support community-based versus hospital care.Computers will assist in clinical decision making and healthcare will be more personalized.Self-Driving Cars – will reduce auto accidents by 90%Robotic Care Givers – will do some of the physical work of nursing and even some assessment.Smart phone monitoring and diagnostic devices for home use will reduce hospitalizations.

14 Future Nursing Workforce Skills

NURS-4211 Role of the Nurse Leader Presentations
NURS-4211 Role of the Nurse Leader Presentations

More population focusedComfort with clinical decision supportMore team-based careExpertise in transitional managementMore roles in the community and long-term care settingsFewer positions in hospitalsAggressive community case management of high risk patientsHome-based primary care visits

15 Key Qualities for Future Nurse Leaders

User CenteredLifelong LearnerInterdisciplinary Focused“Whole Person”Outcomes OrientedVisionaryConflict EmbracingInclusiveSystems ThinkerRisk TakerTechnologically SavvyCourageousConfidentCommunicatorAdaptiveHumbleEmotional Intelligence

16 Leaders need new ideasListening for the future is hard work. Leaders must learn how to listen through the noise of a VUCA world – volatility, uncertainty, complexity, ambiguity.Bob Johansen – Leaders make the Future: Ten new leadership skills for an uncertain world. Published 2012

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NURS-4211 Role of the Nurse Leader Presentations Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.