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Leadership and Effective Change Management in Health Care
Study Course Description
Course Description Statuss:Approved
Course Description Version:8.00
Study Course Accepted:19.01.2024 14:32:22
| Study Course Information | |||||||||
| Course Code: | MDAK_354 | LQF level: | Level 7 | ||||||
| Credit Points: | 2.00 | ECTS: | 3.00 | ||||||
| Branch of Science: | Clinical Medicine; Health Care | Target Audience: | Nursing Science | ||||||
| Study Course Supervisor | |||||||||
| Course Supervisor: | Agita Melbārde-Kelmere | ||||||||
| Study Course Implementer | |||||||||
| Structural Unit: | Department of Nursing and Obstetric Care | ||||||||
| The Head of Structural Unit: | |||||||||
| Contacts: | Riga, 26a Anninmuizas boulevard, mdak rsu[pnkts]lv, +371 67061568 | ||||||||
| Study Course Planning | |||||||||
| Full-Time - Semester No.1 | |||||||||
| Lectures (count) | 3 | Lecture Length (academic hours) | 2 | Total Contact Hours of Lectures | 6 | ||||
| Classes (count) | 9 | Class Length (academic hours) | 2 | Total Contact Hours of Classes | 18 | ||||
| Total Contact Hours | 24 | ||||||||
| Study course description | |||||||||
| Preliminary Knowledge: | General psychology, basics of social sciences, economics and organisational management, transcultural care. | ||||||||
| Objective: | To promote understanding of nurses and midwives about leadership, theories, leadership styles and models. Understand and use different models of care, learn simulation skills. To promote the development of students’ leadership abilities and respect for diversity, which is necessary in the position of a chief nurse. To cultivate the culture of interpersonal relationships among students, to strengthen students' personal effectiveness in the management of healthcare staff. | ||||||||
| Topic Layout (Full-Time) | |||||||||
| No. | Topic | Type of Implementation | Number | Venue | |||||
| 1 | Leadership psychology, tasks and goals in healthcare personnel management | Lectures | 1.00 | E-Studies platform | |||||
| 2 | The role and challenge of leadership in nursing/midwifery practice | Lectures | 1.00 | E-Studies platform | |||||
| 3 | Healthcare personnel team and groups, its roles, norms and development | Lectures | 1.00 | E-Studies platform | |||||
| 4 | Aspects of healthcare planning. Nurse leadership in different healthcare settings, its role. | Classes | 1.00 | E-Studies platform | |||||
| 5 | Time management. The challenges of nurse leaders and the role of leadership in workforce planning, organization. | Classes | 1.00 | E-Studies platform | |||||
| 6 | Setting leader’s goals and priorities. Leaders goals creation. | Classes | 2.00 | auditorium | |||||
| 7 | Implementing different models of care in healthcare practice | Classes | 2.00 | METC | |||||
| 8 | Leader’s tactics and strategy in time management, change management. Challenges of a nurse/ midwife leader | Classes | 1.00 | auditorium | |||||
| 9 | Role of task delegation and creating a feedback | Classes | 1.00 | auditorium | |||||
| 10 | Self-development of a leader as lifetime activity. Development of a personal development plan | Classes | 1.00 | E-Studies platform | |||||
| Assessment | |||||||||
| Unaided Work: | Students create an emotion diary, formulate their goals as leaders, develop a personal development plan. In order to evaluate the quality of the study course as a whole, the student must fill out the study course evaluation questionnaire on the Student Portal. | ||||||||
| Assessment Criteria: | Active participation in the sessions (10 points, completion of the self-assessment test (50 points), a goal-formulation paper (20 points), development of a personal development plan (10 points), development of a change implementation plan (10 points). Total points:10=final mark obtained. | ||||||||
| Final Examination (Full-Time): | Exam | ||||||||
| Final Examination (Part-Time): | |||||||||
| Learning Outcomes | |||||||||
| Knowledge: | On successful completion of the course, the students will have acquired knowledge of the theories of motivation and leadership in nursing, different personnel management aspects, professional nurse organisations and the importance of their work. Students are able to argue and explain leadership aspects. | ||||||||
| Skills: | Students will be able to identify the basic principles of nursing leadership, differentiate between structural characteristics, analyse staff reactions and describe the prerequisites for effective management in nursing. Students will obtain skills in understanding the importance and philosophy of the nursing profession, its autonomy in the healthcare system. They will understand the importance of the image and prestige of the nursing profession. Develop critical thinking skills. Students will be able to work in a multidisciplinary team and organise this work. | ||||||||
| Competencies: | After completing the study course, the students will be able to evaluate employee motivation, analyse personnel management and psychological processes in an organisation, conduct effective change management, implement organisational strategy and develop individual personality. Students will be able to ensure the quality and development of nursing practice by continuous evaluation, maintenance and development of their knowledge and skills. Students will be able to create a positive working environment, which is focused on achievement and growth, and to build and maintain a representative choice of the profession by ensuring active and effective participation of each individual. The ability to manage resources for ensuring care work, as well as work as part of an interdisciplinary team will be developed. Students will develop the ability to understand, demonstrate and interpret concepts, thoughts, feelings, opinions, and to use information technologies confidently and critically (safely) both at work and in their leisure time. Students will be able to conduct research in leadership and to create innovation in the provision of care work. | ||||||||
| Bibliography | |||||||||
| No. | Reference | ||||||||
| Required Reading | |||||||||
| 1 | Greta G. Cummings, Sarah Lee, Kaitlyn Tate, et.al. The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership, International Journal of Nursing Studies. Volume 115, 2021, 103842, ISSN 0020-7489,https://doi.org/10.1016/j.ijnurstu.2020.103842. | ||||||||
| 2 | Danisha Jenkins, Candace Burton, Dave Holmes. 2021 (Re)defining nursing leadership: On the importance of parrhèsia and subversion. Journal of Nursing Management. Volume 30, Issue7. October 2022. Pages 2147-2153 | ||||||||
| 3 | White, Kenneth R., and Dorrie K. Fontaine. Boost Your Nursing Leadership Career : 50. Lessons that Drive Success. Health Administration Press, 2017. ProQuest Ebook Central | ||||||||
| 4 | Suliman M., Almansi S., Mrayyan M., et.al. Effect of nurse managers’ leadership styles on predicted nurse turnover. Nursing Management, 2020 | ||||||||
| 5 | Jacopo Fiorini, Francesco Zaghini, Alice Mannocci, Alessandro Sili. Nursing leadership in clinical practice, its efficacy and repercussion on nursing-sensitive outcomes: A cross-sectional multicentre protocol study. Journal of Nursing management. Volume30, Issue7. October 2022. Pages 3178-3188 | ||||||||
| 6 | Kelly L., Runge J., Spencer C. Predictors of Compassion Fatigue and Compassion Satisfaction in Acute Care Nurses. Journal of Nursing Scholarship. 47(6), 2015. 522-28. | ||||||||
| 7 | Reinhard U.S, Kunzc E., Rolfb P. Effects of proactive decision making on life satisfaction. European Journal of Operational Research. 280 (3), 2020, 1171-1187 | ||||||||
| 8 | Schippers M.C, Morisanio D., Locke E.A., et.al. Writing about personal goals and plans regardless of goal type boosts academic performance. Contemporary Educational Psychology, 60, 2020, 101823 | ||||||||
| Additional Reading | |||||||||
| 1 | Kings Fund. The future leadership and management in the NHS: No more heroes. Report from the Kings Fund Commission on Leadeship and Manageent in the NHS. The King Fund, London, 2011 | ||||||||
| 2 | Kings Fund. Leadership and engagement for improvement in the NHS: Together we can. Report from the KIngs Fund Leadership review. The Kings Fund, London, 2012 | ||||||||
| 3 | Schaubroeck J., Lam S., Cha S.E. Embracing Transformational Leadership: Team Values and the Impact of Leader Behavior on Team Performance, 2007 | ||||||||
| 4 | Parker, C.D. Nursing informatics leadership. Nursing Volume 44 (12): 23-24., 2014 | ||||||||
| 5 | Mohr D., Young G.J, Burgess J.F. Employee turnover and operational performance: The moderating effect of group-oriented organisational culture. Human Resource Management Journal 22:216-33, 2012 | ||||||||
| 6 | Ovseiko P.V., Buchan A.M. Organizational Culture in an Academic Health Center: An Exploratory Study Using a Competing Values Framework. Academice medicine 87: 709-18, 2012 | ||||||||
| 7 | Grubaugh M.L., Flynn L. Relationships Among Nurse Manager Leadership Skills, Conflict Management, and Unit Teamwork. Journal of Nursing Administration. 58(7)383-88., 2018 | ||||||||
| 8 | Weaver, S., Lindgren, T.G., Cadmus, E., Flynn, E., Thomas-Hawkins, C. Report From the Night Shift: How Administrative Supervisors Achieve Nurse and Patient Safety. NUrsing Administration Quarterly.41(4):328-36., 2017 | ||||||||
| 9 | Ramalingam B., Nabarro D., Oqubuy A., CarnallD.R., Wild L. 5 Principles to Guide Adaptive Leadership. 2020 | ||||||||
| 10 | Sherman R.O., Cohn, T.M. Why your nursing networks matter. American Nurse, 2018, 1-3 | ||||||||
| 11 | Millere A. Izdegšanas sindroms praktizējošiem ārstiem. RSU Zinātniskie raksti, 2015 | ||||||||
| 12 | Deklava, L., Lācīte I. Izdegšanas sindroms un stresa pārvarēšanas veidi medicīnas māsām. RSU Zinātniskie raksti, 2013 | ||||||||
| 13 | Bernacki M.L., Greene J.A., Crompton H. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education Contemporary Educational Psychology, 101827, 2020 | ||||||||
| 14 | Maxwell, John Calvin. Leadershift : the 11 essential changes every leader must embrace. [Nashville, TN] : HarperCollins Leadership, ix, 265 lpp., 2019 | ||||||||
| 15 | Ārvalstu studentiem/For international students: | ||||||||
| 16 | Maxwell, John Calvin. Leadershift : the 11 essential changes every leader must embrace. [Nashville, TN] : HarperCollins Leadership, ix, 265 lpp., 2019 | ||||||||
| 17 | Bernacki M.L., Greene J.A., Crompton H. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education Contemporary Educational Psychology, 101827, 2020 | ||||||||
| 18 | Sherman R.O., Cohn, T.M. Why your nursing networks matter. American Nurse, 2018, 1-3 | ||||||||
| Other Information Sources | |||||||||
| 1 | Riggio, R.E. Leaders: Born or Made? The most often-asked question about leadership, and the answer. Psychology Today, 2009 | ||||||||
| 2 | Neath, A. Inspiring change in the NHS: Introducing the five frames. NHS Institue for Innovation and Improvement., 2009 | ||||||||
| 3 | Zenger J., Folkman J. How poor leaders become good leaders. HBR Blog Network., 2013 | ||||||||
| 4 | Society Human Resource Management. Developing and Sustaining High-Performance Work Teams. 2018 | ||||||||
| 5 | Perlo J., Balik B., Swensen S., et.al. IHI Framework for Improving Joy in Work. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement. 2017 | ||||||||
| 6 | Sherman, R.O. Leadership Resiliency. American Nurse Today. 2018, 13 (9), 26-8. | ||||||||
| 7 | Seligman, M.E.P. The Hope Circuit: A Psychologist’s Journey from Helplessness to Optimism. New Yourk: Hatchett. 2017 | ||||||||
| 8 | Hurst, D.J. Mitigating moral distress in nursing. 2017 | ||||||||
| 9 | Kovejs S.R. Ļoti veiksmīgu cilvēku 7 paradumi. Rīga, Zvaigzne ABC, 2018 | ||||||||
| 10 | Ārvalstu studentiem/For international students: | ||||||||
| 11 | Hurst, D.J. Mitigating moral distress in nursing. 2017 | ||||||||
| 12 | Perlo J., Balik B., Swensen S., et.al. IHI Framework for Improving Joy in Work. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement. 2017 | ||||||||
