NURSING AND HEALTH SCIENCES
\nGRADUATE PROGRAM<\/p>\n
Course Number\/Section: NUR-5051-03: THEORETICAL APPLICATIONS IN TRANSFORMATIVE LEADERSHIP
\nSemester \u2013 Fall 2022
\nThursdays, 7:45-9:55 pm -Online Zoom Synchronous\/Online Asynchronous
\nEmail: mcaton@molloy.edu
\nOffice Hours: – Thursdays: 11:15 am-2:00 pm (By appointment, Zoom, teleconference)
\nPhone: (516) 323-3754<\/p>\n
COURSE DESCRIPTION
\nThis course examines theoretical underpinnings of professional practice from a leadership perspective. Various conceptual models and theories and application to advanced levels of practice will be examined. Critical comparison and Assessment of organizational theories and nursing theories will be explored. Organizational design, structure and power bases will be analyzed through an advanced nursing lens. (3 Credits)
\nPRE-REQUISITES: None<\/p>\n
CO-REQUISITES: None<\/p>\n
PROGRAM OBJECTIVES
\n1.\tDemonstrates and transmits a belief in the inherent worth and dignity of individuals through role modeling and the structure of a caring environment.
\n2.\tDemonstrates advanced competencies and ethical decision making in nursing therapeutics in areas of clinical concentration and role functions.
\n3.\tAssume responsibilities and accountability for advanced humanistic practice in management of care within a multi-complex health care system.
\n4.\tAssume through advanced practice, a leadership role in clinical nursing, and\/or teaching or administration from a strong theory, practice, and authority base.
\n5. Utilizes leadership strategies to mediate for a healthy environment and system of health care for individuals, families, and communities.<\/p>\n
COURSE OBJECTIVES
\nAt the end of this course successful students will be able to:
\n1.\tExplore and discuss theory-guided evidence-based reflective practice.
\n2.\tIdentify organizational and nursing theories related to transformational leadership.
\n3.\tEvaluate selected nursing and non-nursing theories for application to practice.
\n4.\tAnalyze the characteristics effecting theory and praxis convergence.
\nAACN – Domains of Nursing
\nDomain 1: Knowledge for Nursing Practice
\nDomain3: Population Health
\nDomain 4: Scholarship for Nursing Discipline
\nDomain 5: Quality and Safety
\nDomain 6: Interprofessional
\nDomain 10: Personal, Professional, and Leadership Development
\nhttps:\/\/www.aacnnursing.org\/Portals\/42\/AcademicNursing\/pdf\/Essentials-2021.pdf<\/p>\n
AACN- Concepts for Nursing Practice
\nThe featured concepts are:
\n2.\tCommunication
\n4.\tDiversity, Equity, and Inclusion
\n5.\tEthics
\n8. \tSocial Determinants of Health
\nhttps:\/\/www.aacnnursing.org\/Portals\/42\/AcademicNursing\/pdf\/Essentials-2021.pdf<\/p>\n
Course Format
\nThis course will be a HYBRID online course, with synchronous Zoom meetings and alternate week asynchronous modules online. The course will run the full semester with coursework divided into modules on CANVAS. You can anticipate an active learning environment, which means the student actively participates in discussion, assignments, and learning activities through analysis and debate. Online coursework includes, but is not limited to, completing online\/text reading materials, viewing online videos, participating in asynchronous discussion boards, completing online assignments, and peer review. A blended format will best help meet the learning objectives of this course while giving you the flexibility to manage your time.<\/p>\n
Zoom in the Classroom
\nZoom is a video conferencing tool where instructors and students can meet online at the same time to interact in academic activities such as classroom lectures, student presentations, screen sharing, and discussions. In addition, Zoom is often utilized with online synchronous courses at Molloy. To learn more about Zoom, visit the Zoom Help Center page. https:\/\/support.zoom.us\/hc\/en-us<\/p>\n
Minimizing Distractions during Synchronous Online Class
\nZoom, or conferencing sessions, can be impacted by many different environmental or situational variables. Here are some strategies and suggestions for minimizing such impact:<\/p>\n
\u2022\tSet up a clean, a quiet space to sit at a table or desk.
\n\u2022\tLet all household members know when and where you will be in class and ask them not to disturb you.
\n\u2022\tStudents should mute their microphone when they are not speaking.
\n\u2022\tConsider using virtual backgrounds, which display the participant but mask the area behind them.
\n\u2022\tStudents should not watch videos, listen to music, or use other applications (other than note taking apps) while attending class. Doing so could distract the class and lead to a degradation in computer performance that may affect the student viewer experience.
\n\u2022\tStudents can use the chat feature in Zoom to communicate with the entire class or instructor but should not be participating in one-to-one chats with their peers during class.
\n\u2022\t** At no time should a student be driving or at work when participating in a Zoom class. The faculty will remove you from the Zoom meeting, and you will be marked absent.<\/p>\n
Communication Procedures
\nInteraction with other participants: Peer interaction is an important part of this course, both in face-to-face zoom sessions and online sessions. You will be graded on your participation in online discussions and can refer to the Discussion Board grading rubric (in this syllabus). In addition, students are encouraged to interact with each other in the formal discussion forums. Please promptly post in the forum to provide your fellow students enough time to respond to your initial posts in a thoughtful and careful manner. Refer to due dates on the class schedule for all postings and replies to postings.<\/p>\n
Class Participation
\nStudents are expected to read assigned textbook chapters and additional required resources prior to each class. Full attendance and meaningful participation in all class activities is an expectation of graduate coursework.<\/p>\n
Student Reminders and Etiquette
\nJust as in an on-campus classroom, making the best virtual impression during a Zoom meeting is important.
\n\u2022\tYou may be viewable or heard by the entire class during a Zoom session and should conduct yourself accordingly. Classes may be recorded.
\n\u2022\tDress as if you are in a classroom setting.
\n\u2022\tStudents are expected to uphold Molloy University\u2019s Academic Honor Pledge.
\n\u2022\tStudent recordings are only permitted if all participants are fully informed that the recording will be made and consent to being recorded.<\/p>\n
Interaction with the Instructor
\nThe instructor will post announcements to the class to guide the class. For individual questions that require faculty input, students should email the instructor directly. Emails sent during weekdays will be answered within 36 hours. Emails sent after 5pm on Friday will be answered the following Monday. The instructor will check their email daily, during the week. Students are expected to check their Molloy Email and Canvas notifications at least daily from Monday to Friday.
\nPlease use your Molloy email account. Faculty and Staff will not respond to any other email accounts.<\/p>\n
Netiquette
\nNetiquette is a set of rules for behaving properly online. Something about cyberspace makes it easy for people to forget that they are interacting with other real people. The following bullet points cover some basics to communicating online:
\n\u2022\tBe sensitive to the fact that there will be cultural and linguistic backgrounds, as well as different political and religious beliefs, as well as just differences, in general.
\n\u2022\tUse good taste when composing your responses in Discussion Forums. Swearing and profanity is also part of being sensitive to your classmates and should be avoided. Also, consider that slang can be misunderstood or misinterpreted.
\n\u2022\tDo not use all capital letters when composing your responses as this is considered \u201cshouting\u201d on the Internet and is regarded as impolite or aggressive. It can also be stressful on the eye when trying to read your message.
\n\u2022\tBe respectful of your others\u2019 views and opinions. Avoid \u201cflaming\u201d (publicly attacking or insulting) them as this can cause hurt feelings and decrease the chances of getting all different types of points of view.
\n\u2022\tBe careful when using acronyms. If you use an acronym, it is best to spell out its meaning first, and then put the acronym in parentheses afterward, for example, Frequently Asked Questions (FAQs). After that, you can use the acronym freely throughout your message.
\n\u2022\tUse good grammar and spelling. Avoid using text-messaging shortcuts.
\nComputer Specifications for Use of CANVAS
\nCANVAS will work properly on most modern (5 years old or newer) computers and the mobile application will run on iOS and Android devices. In order to ensure the best experience using CANVAS, please use the latest version of any popular web browser in conjunction with the latest versions of Flash and Java. A webcam is needed to participate in ZOOM classes and for online proctoring. For more information about supported browsers and software, please visit: https:\/\/community.canvaslms.com\/docs\/DOC-1284<\/p>\n
CANVAS Systems
\nStudents are required to regularly check their personal course access for required weekly
\nassignments, messages, learning activities, study modules, internet resources, and\/or handouts for class. All materials and resources posted by the instructor need to be reviewed prior to weekly classes.<\/p>\n
Technical Support at Molloy
\nCANVAS Support is accessed through the HELP feature in the lower left hand corner of CANVAS. You can also call 844-408-6455 or use the online chat feature 24 hours 7 days a week.
\nTechnology Support Services and The Information Commons are available to support students\u2019 technology needs. Technology Support Services is located in Kellenberg 022 and can be reached via phone: 516.323.4800, email: helpdesk@molloy.edu or twitter: @molloyTSS. The Information Commons is located on the second floor of Public Square and can be reached at 516.323.4817 or email: slewis2@molloy.edu. Check the TSS website for hours: http:\/\/www.molloy.edu\/tss
\nOffice of Blended\/ Online Learning and Student Success
\nThe Office of Blended\/Online Learning and Student Success advances Molloy’s education mission of academic excellence to support the delivery of high quality, student-centered programs in a variety of formats by fostering innovative teaching and active learning. Our blended learning programs combine the best of traditional classroom teaching and online learning.
\nMolloy offers a full range of Student Services and Support: http:\/\/www.molloy.edu\/academics\/flexible-learning-opportunities\/student-services-and-support
\nAccommodations
\nMolloy University makes a commitment to providing reasonable accommodations for any student with a documented disability or chronic illness. Students requiring accommodations to fully participate in this class are urged to contact the Center for Access and Disability at access@molloy.edu as soon as possible.
\nStudent ID
\nEvery student must have a valid ID. To obtain an ID if you do not have one, please contact the Office of Public Safety at 516.323.3500, or visit the office, located in Maria Regina Hall on the south end of campus.<\/p>\n
Molloy Email
\nAll students are required to use their Molloy email account to communicate with Faculty, Staff and Administration. If you are experiencing problems with your account, contact the helpdesk 516.323.4800 or helpdesk@molloy.edu.<\/p>\n
School of Nursing Policy
\nAll students are expected to comply with the Molloy University Academic Integrity Policy. Review the School of Nursing Graduate Student Handbook and the Molloy University Graduate Handbook and Calendar.
\nRequired assignment(s), as identified in specific courses, satisfy the School of Nursing assessment of critical thinking. Paper and\/or oral presentation assignment(s), as identified in specific courses, satisfy the Molloy University Communicating across the Curriculum Program.<\/p>\n
Professional Behaviors
\nEach graduate course in the Molloy Nursing program contains objectives for professional and attitude expectations. It is assumed that you will act in a professional manner. This includes
\n\u2022\tArriving to classes and clinical on time
\n\u2022\tBeing in class and staying for the entire class
\n\u2022\tSubmitting assignments on time
\n\u2022\tNot using cellphones, texting, or surfing during class
\n\u2022\tBeing prepared for your clinical with appropriate clothing and equipment
\n\u2022\tFaculty should be addressed as Dr. or Professor
\nAttendance
\nIt is the accepted practice at Molloy University that faculty take attendance in all courses. Students should notify faculty if an absence is necessary as the result of a serious situation. Failure to attend class for two (2) consecutive weeks at any point in the semester, without notification of extenuating circumstances, will result in an administrative withdrawal from the course. In the case of an online or hybrid course, attendance is considered similarly important. Therefore, failure to participate in academic activities in any given week is considered an absence. Examples of participation in academic activities representing attendance would be participation in a class chat or discussion board on an academic topic (sample nursing essay examples by the best nursing assignment writing service), submissions of a required assignment, digital interaction with the professor on an academic topic (sample nursing essay examples by the best nursing assignment writing service), and completion of a quiz or exam. Administrative withdrawal results in removal from the course with a grade of \u201cWA\u201d or WF\u201d determined by the point in the term and the academic performance. Students should consult the University catalog for complete details regarding withdrawals and the potential financial implications of a withdrawal.<\/p>\n
Recording
\nAs a student enrolled in courses offered by Molloy University, Rockville Centre, New York, I understand that classes may sometimes be audio or digitally captured for instructional purposes. THESE RECORDINGS ARE INTENDED ONLY FOR EDUCATIONAL PURPOSES AND WILL BE USED ONLY BY THE FACULTY AND STUDENTS ENROLLED IN THE COURSE. PLEASE NOTIFY YOUR INSTRUCTOR BY EMAIL IF YOU DO NOT CONSENT TO PARTICIPATION IN A DIGITAL RECORDING OF YOUR COURSE.
\nIf no student elects to withhold his\/her consent prior to (September 8, 2022) digital recording of the class will begin on (September 8, 2022). Any student who has not contacted the professor prior to that date will be deemed to have consented to the recording. You may notify your professor by email at any time if you choose to revoke your consent.<\/p>\n
Ally for Canvas
\nYou can now download your course materials in different formats that fit your device, need, and learning preference. Click the download icon next to your course files and select \u201cAlternative Formats\u201d from the dropdown menu. Then select your preferred format. The file may take a few minutes to download, so continue with your work while you wait. The quality of the alternative formats can vary based on the original file, so if something looks out of place, consult the original file. Depending on the type of file, you will see the following options:
\n\u2022 An OCRed PDF improves the quality of scanned PDFs
\n\u2022 A Tagged PDF for Word and PowerPoint documents or for improved navigation with screen readers
\n\u2022 An HTML version will be simple and responsive to mobile devices with zoom-in capabilities
\n\u2022 An ePub version for use with ePub readers that allows for font customization, contrast adjustment, and annotation\/highlighting
\n\u2022 An Electronic Braille version for your Refreshable Braille Display
\n\u2022 An Audio MP3 for listening to your content on the go for more information, please visit Ally Alternative Formats.
\nMolloy Student Tour
\nThe Molloy Student Tour (MST) will help you locate appropriate student resources and contact information, navigate Canvas effectively, and identify ways to be successful during your time at Molloy University. You can access MST by selecting \u201cCourses\u201d from the left navigation in Canvas and then selecting \u201cAll Courses.\u201d Select the star next to its name to turn it orange and include it on your Canvas dashboard for easy access.
\nGrade Policy
\nThe grading policy for Graduate Nursing is a passing grade of B = 83.0-86.9 for a GPA of 3.0, for all classes.<\/p>\n
Exams
\nThis course may require exams proctored using Proctorio through Canvas. Students must be sure to have: Access to a quiet, private space for testing,
\n\u2022\tA web camera (USB or internal),
\n\u2022\tA microphone (USB or internal), and
\n\u2022\tTheir Molloy ID card (not their driver\u2019s license) ready for the ID verification process.
\n\u2022\tA desktop computer or laptop when taking quizzes and exams using Proctorio (mobile devices are not compatible, including iPads and mobile phones)
\n\u2022\tDownload the Chrome browser with the Proctorio extension installed<\/p>\n
Students should understand that recording hardware (i.e. web camera and a microphone) is purchased and controlled by the student. Students are expected to read Molloy University’s rules and expectations for engaging in honest research and coursework while completing assignments and exams by accessing the Student Academic Integrity webpage. For additional information about online proctoring with Proctorio, students can visit the Support for Test-Takers and FAQ page at https:\/\/proctorio.com\/support.<\/p>\n
Unless directly specified by your instructor, the following items are not to be on your desk or table or used during your proctored exam:
\n\u2022\tBooks
\n\u2022\tPapers
\n\u2022\tPens
\n\u2022\tCalculators
\n\u2022\tTextbooks
\n\u2022\tNotebooks
\n\u2022\tPhones or tablets
\nProctorio recordings are only available to your instructor and other University officials, and the extension only runs during the quiz or exam. Therefore, no student privacy rights are violated, nor is the security of computers or laptops jeopardized. Proctorio is designed to help maintain the academic integrity of online exams. Proctorio offers 24\/7 support and can answer your questions
\nby chat by clicking the shield icon in Chrome, and by email at support@proctorio.com.<\/p>\n
Mid-Semester Appraisals
\nClass instructors\u2019 issue mid-semester performance appraisals to inform students of academic deficiencies in current class work and refer students to academic services. Students are encouraged to discuss the appraisal with the instructor.
\nAppraisals will be based on results of exams, responsibility in completing assignment and course requirements, attendance, as well as clinical performance.<\/p>\n
Civility
\nCivility is behavior that is consonant with professional behavior. This behavior shows respect toward another person, makes a person feel valued, and contributes to mutual respect, effective communication, and team collaboration (Lower, 2012). It is a hallmark of a professional and of those in a pre-professional program. The faculty of the School of Nursing adheres to the standards of ethical comportment, civility, and appropriate behavior identified in the ANA Code of Ethics. That behavior is expected of all students within the School of Nursing. School of Nursing and University wide sanctions may be imposed for those students that do not meet these standards<\/p>\n
\u201cAt some time during this class a sensitive issue may be discussed. The faculty member may present an issue in an objective manner and provide examples from the literature on the topic (sample nursing essay examples by the best nursing assignment writing service). We request that students not share their own personal experiences to avoid saying anything that would be embarrassing or self-incriminating. Please discuss any personal matters privately with the faculty member after the end of the class. Faculty members are mandatory reporters in reference to Title IX complaints and are required to refer some student concerns to the appropriate University office.\u201d<\/p>\n
Academic Integrity and Plagiarism Policies
\nEach student enrolled in a course at Molloy, agrees that, by taking such course, he or she consents to the submission of all required papers for textural similarity review to any commercial service engaged by Molloy to detect plagiarism.
\nEach student also agrees that all papers submitted to any such service may be included as source of documents in the service\u2019s database, solely for detecting plagiarism of such papers. Plagiarism is the appropriation of all or part of someone else\u2019s work. Cheating is using false pretenses, tricks, devices, artifices, or deception to obtain credit on an examination or in a university course. If a faculty member determines that a student has committed academic dishonesty by plagiarism or cheating in in any other manner, the faculty has the academic right to 1) fail the student for the paper, assignment, project ( help with nursing paper writing from experts with MSN & DNP degrees) and \/or exam and or 2) fail the student for the course and\/or 3) bring the student up on disciplinary charges, pursuant to Academic conduct proceedings, of the student code of conduct.<\/p>\n
It is the student\u2019s responsibility to review the course syllabus thoroughly and understand course requirements to avoid any point deductions. Review rubrics for clarity of requirements.
\nHealth and Wellness
\nMolloy University in committed to maintaining a healthy environment. Therefore, students are urged to monitor the website and all health and safety updates for any health-related changes in campus procedures. If you suspect contracting a contagious disease you are encouraged to use good judgment, monitor your symptoms, consult a medical professional, and remain home if needed. At the present time, masks are not required while on campus. However, we respect individual preferences and encourage members of the community to support the individual right to determine their need to wear a face covering.<\/p>\n
REQUIRED TEXTS
\nAmerican Psychological Association. (2020). Publication Manual of the American
\nPsychological Association, Seventh Edition. Washington, D.C., Author.<\/p>\n
Butts, J. B., & Rich, K. L. (2022). Philosophies and Theories. Fourth Edition. Jones & Bartlett
\nLearning.<\/p>\n
Cooper, C.D., Hellriegel, D. & Slocum, J.W. (2018). Mastering organizational
\nbehavior (version 14.0). Flatworld ISBN: 9781453379493
\nwww.nap.edu (2021). Future of Nursing 2020-2030: Charting a Path to Achieve Health EquitySelected E-journal readings from Harvard Business Review Recommended Reading: National Academies Press (www.nap.edu):
\nUnequal Treatment: Confronting Racial & Ethnic Disparities in Health Care. [read on-line]<\/p>\n
COURSE OUTLINE<\/p>\n
I.\tINTRODUCTION TO THEORETICAL KNOWLEDGE
\na.\tTheoretical basis for Professional Practice
\nb.\tTheory and Research
\nc.\tTheory and Clinical Practice
\nd.\tTheory and Leadership Roles<\/p>\n
II.\tNURSOLOGY THEORIES
\na.\tGrand Theories: Nightingale; Peplau; M Newman\u2019s Health as Expanding Consciousness
\nb.\tMiddle Range Nursology Theories: Kolcaba\u2019s Comfort Theory; Chronic Sorrow<\/p>\n
III.\tLEADERSHIP THEORIES & ORGANIZATIONAL BEHAVIOR
\na.\tNon-nursing middle range theory: Kotter\u2019s Change theory
\nb.\tNon-nursing middle range theory: Weberg\u2019s Complexity theory
\nc.\tOrganizational Culture; Organizational Citizens & Social Loafers
\nd.\tOrganizational Ethics; Diversity, Equity, Inclusion
\ne.\tNon-nursing middle range theory: Social Determinants
\nf.\tMotivational Theories, Communication Theory
\ng.\tLeadership Theories, Teamwork, Change Theory, Conflict Negotiation<\/p>\n
IV.\tAPPLYING THEORIES TO LEADERSHIP
\na.\tConcept: health equity
\nb.\tConcept: health literacy
\nc.\tStudent project ( help with nursing paper writing from experts with MSN & DNP degrees)s<\/p>\n
COURSE REQUIRMENTS
\n(1) Theory Analysis Paper (2). 20% each
\nTheory Analysis Paper
\nThis 4\u20135-page, maximum (double spaced-250 words\/per page), excluding cover paper and references, should be written for nurses\u2019 audience. Each paper should discuss a different theory and apply it to a case study. The case study should represent a real-life case study from practice or your professional life, with the theory-guided interventions or reflections guided by the theory. Each student\u2019s paper should also include a discussion how the theory has been used in research and practice. Be careful to remove all HIPPA identifiers. The rubric for the paper should be attached.\t40%
\nNursing Theory Paper
\nThis 4\u20135-page, maximum (double spaced-250 words\/per page), excluding cover paper and references, should be written for nurses\u2019 audience. Furthermore, the paper should respond to the following questions:
\nWhich nursing theory do you believe is most aligned with how you see yourself as a nurse and future advanced practice nurse?
\nWhat are those reasons?
\nHow can this theory guide your practice?
\nYou should discuss different theorists than the ones analyzed in the nursing theory analysis papers.
\n20%
\n2. Final Paper (Nursing Leadership For Healthcare Equity)
\nGroup Project (written & oral presentation) \t40%
\nFinal Paper (Written Paper)
\nCOVID-19 pandemic has highlighted longstanding health inequities. Therefore, each group should identify a health disparity in the community and create an action plan to address the disparity. The discussion should include but not be limited to leadership style, organizational culture and structure, nursing theories, and the Future of Nursing report. Book. The paper should consider the ontology, epistemology, and methodologies associated with the theory. For an A grade, the paper must include the above and be concise, coherent, well organized with correct grammar, spelling, and the correct use of APA standards and format. Students should upload the paper in the Turnitin software, and the similarity should be less than 20%. This 10\u201312-page, maximum (double spaced-250 words\/per page), excluding cover paper and references, should be written for nurses\u2019 audience<\/p>\n
(2a) Oral Presentation)
\nStudents are expected to attend all presentations, your grade will be affected by missing presentations. The presentation should conclude with two (2) thought-provoking questions for discussion.
\nPPT Slides Format
\n\u2022\tInformation should be listed as a bullet point
\n\u2022\tParagraphs unaccepted (points will be deducted for full paragraphs)
\n\u2022\tRelevant professional videos and images are encouraged
\n\u2022\t9-12 slides (Avoid Power Point slides with font size smaller than 28)
\n\u2022\t20 minutes for presentation and 5 minutes for discussion
\nSlides should be emailed to the instructor for review 3 days before the presentation s
\nREFERENCES
\nReferences for Theory and Theory Analysis Papers: Minimum of five including two scholarly authors
\nReferences for Final Paper: Minimum of eight including two scholarly authors and one from Harvard Business Review
\nGRADING RUBRIC
\nA rubric should be attached to each paper or points (-5) will be deducted from the final grade.<\/p>\n
TOPICAL OUTLINE<\/p>\n
Note: Topical Outline may be revised as necessary based upon progress in course content.
\nMODULES\t\tTOPICS\t\tPre Class-Assignments
\nReadings\t\tAssignment
\n(Discussion Post, Reading and Response, Quiz, Test, etc.
\nModule 1<\/p>\n
Date: 9\/8\/2022<\/p>\n
Synchronous ZOOM CLASS MEETING
\nIntroduction<\/p>\n
Course Requirements\tMeet & Greet-Camera is on!
\nReview syllabus, required assignments, and Canvas Learning Management System
\nTo Be Discussed in Class: Butts & Rich: Chapters 1 & 2<\/p>\n
Course Expectations
\nModule 2<\/p>\n
Dates: 9\/15\/2022<\/p>\n
Synchronous
\nZoom Class Meeting
\nTheory as Practice & Components & Levels of Abstraction in Nursing Knowledge<\/p>\n
Butts & Rich: Chapters 4 & 5
\nDiscussion:
\n– Butts & Rich: Chapters 4 & 5<\/p>\n
Module 3
\nDate: 9\/22\/2022
\nAsynchronous
\nOnline Class Meeting\tCritical Theory & Emancipatory “““““““`Knowing
\nUsing Theory in EB Advanced Practice \tButts & Rich: Chapters 7 &14<\/p>\n
Discussion Post due 09\/28\/2022 by 10PM<\/p>\n
Module 4
\nDate: 9\/29\/2022
\nAsynchronous
\nOnline Class Meeting<\/p>\n
Models and Theories Focused on Systems Approach & Complexity Science & Complex Adaptive Systems\tButts & Rich: Chapters 6 &19<\/p>\n
Discussion Post due 10\/05\/2022 by 10PM<\/p>\n
Module 5
\nDate: 10\/06\/2022
\nSynchronous ZOOM CLASS MEETING<\/p>\n
Theories Focused on Health Equity and Public Heath Theories
\nButts & Rich: Chapters 16 &17<\/p>\n
Discussion: Butts & Rich: Chapters 16 &17
\nPaper #1 due by 10:00 pm
\nModule 6
\nDate:10\/13\/2022
\nAsynchronous Online CLASS MEETING
\nTheories and Methods in Ethics
\nModels and Theories focused on Culture\tButts & Rich: Chapter 9& 23
\nDiscussion Post due 10\/19\/2022 by 10PM<\/p>\n
Module 7
\nDate:10\/20\/2022
\nSynchronous ZOOM CLASS MEETING
\nwww.nap.edu (2021) READ: Future of Nursing 2020-2030: Charting a Path to Achieve Health Equity, Summary, pp. 1-15, and Ch 2, Social Determinants of Health, pp. 31-51
\nChapter 9, pp. 275-300, Nurses Leading Change (look carefully at Table 9.1 on page 279)<\/p>\n
Discussion: Future of Nursing 2020-2030:<\/p>\n
Paper #2 due by 10 pm
\nModule 8
\nDate:10\/27\/2022
\nAsynchronous Online CLASS MEETING
\nLeadership Theories
\nOrganizational Culture\t Cooper et al. Chapters 10, 11, 16<\/p>\n
Discussion Post due 11\/02\/2022 by 10PM<\/p>\n
Module 9
\nDate:11\/03\/2022
\nSynchronous ZOOM CLASS MEETING
\nOrganizational Behaviors\tCooper et al. Chapters 1, 2, 3
\nDiscussion:
\nCooper et al. Chapters 1, 2, 3<\/p>\n
Module 10
\nDate:11\/10\/2022
\nAsynchronous Online CLASS MEETING
\nMotivational Theories
\nCommunication Theory
\nTeamwork\t\tCooper et al. Chapters 5, 8, 12
\nARES reserve: Williams J et al. (2019) Best Bosses Interrupt Bias on Their Teams HBR, pp 151-155\t\tDiscussion Post due 11\/15\/2022 by 10:00pm
\nNursing Theory Paper due by 10 pm
\nModule 11
\nDate
\nDate:11\/17\/2022
\nAsynchronous Online CLASS MEETING
\nChange Theory
\nConflict Negotiation \t\tCooper et al. Chapters 13 & 17
\nDiscussion Post due 11\/23\/2022 by 10PM<\/p>\n
11\/24\/2022\t\t\t\t\tThanksgiving
\nNo class this week
\nModule 12
\nDate: 12\/01\/2022
\nAsynchronous Online CLASS MEETING
\nWork on Final Project<\/p>\n
Module 13
\nDate: 12\/08\/2022
\nSynchronous ZOOM CLASS MEETING
\nStudent Presentation<\/p>\n
Final Paper due by 10 pm
\nModule 14
\nDate: 12\/15\/2022
\nSynchronous ZOOM CLASS MEETING
\nStudent Presentation<\/p>\n
Grading Rubrics
\nPowerPoint Presentation Rubric
\nPresenter: ______________________\t\tDate: ___________
\nTopic: _________________________\t\tTotal Points: ____<\/p>\n
Category\t18-20\t16-17\t14-15\t0-13
\nContent\tIn-depth coverage of topic (sample nursing essay examples by the best nursing assignment writing service), topic (sample nursing essay examples by the best nursing assignment writing service) is appropriate to assignment, strong basis in sound, research-based information, outstanding clarity, hyperlinks to credible sites\tGood coverage of topic (sample nursing essay examples by the best nursing assignment writing service), topic (sample nursing essay examples by the best nursing assignment writing service) is appropriate to assignment, basis in sound, research-based information, clear and understandable, hyperlinks to credible sites\tTopic in adequately covered, topic (sample nursing essay examples by the best nursing assignment writing service) is appropriate to assignment, not based on research-based information clear and understandable, hyperlinks to non-credible sites\tCoverage of topic (sample nursing essay examples by the best nursing assignment writing service), topic (sample nursing essay examples by the best nursing assignment writing service) is inappropriate to assignment, not based on research-based information, unclear and difficult to understand, no hyperlinks
\nPresentation\tAttractive, easy to interpret, pleasing colors with high contrast, slide presentation well-organized, excellent use of bullets, graphics, transitions, and slide effects which enhance the presentation of the content\tAttractive, easy to interpret, pleasing colors with good contrast, slide presentation organized, good use of bullets, graphics, transitions, and slide effects which enhance the presentation of the content\tAttractive, difficult to interpret, pleasing colors with high contrast, slide presentation disorganized, bullets, graphics, transitions, and slide effects detract from the content\tUnattractive, difficult to interpret, poor color choice and slide contrast, slide presentation unorganized, bullets, graphics, transitions, and slide effects detract from the content
\nMechanics\tNo misspellings or grammatical errors\tThree or fewer misspellings and\/or grammatical errors\tFour misspellings and\/or grammatical errors\tMore than four misspellings and\/or grammatical errors
\nOrganization
\n(presenter and oral presentation)\tPresenter and oral presentation are well-organized, he\/she discusses content seldom referring to notes to conduct presentation\tPresenter and oral presentation are organized, he\/she discusses content occasionally referring to notes to conduct presentation\tPresenter and oral presentation are poorly organized, he\/she relies frequently relies on notes to conduct presentation\tPresenter and oral presentation are well-organized, he\/she reads slides and or notes to conduct presentation
\nAppearance (presenter)\tEngages the audience well, displays professional appearance, uses volume and elocution appropriate to setting, maintains excellent eye contact, posture and composure\tEngages the audience, displays professional appearance, uses volume and elocution appropriate to setting, maintains good eye contact, posture and composure\tEngages the audience poorly, displays a poor professional appearance, uses volume and elocution inappropriate to setting, maintains minimal eye contact, posture and composure\tPresenter does not engage the audience, displays unprofessional appearance, is inaudible, does not maintains eye contact, displays poor posture and lack of composure<\/p>\n
Grading Rubric for Theory , Theory Analysis & Final Papers
\nCriterion\t4<\/p>\n
A-level qualities
\n(90\u2013100)\t3<\/p>\n
B-level qualities
\n(80\u201389)\t2<\/p>\n
C-level qualities
\n(70\u201379)\t1<\/p>\n
F-level qualities
\n(below 70)<\/p>\n
Score
\nContent
\nComprehensive, relevant, and research-based
\n(____\/30 points)\tIntroduces and presents the information effectively and clearly\tIntroduces and presents the information adequately\tIntroduces and presents the information with irrelevant information\tIntroduces and presents the information poorly
\nOrganization 30%
\nIntegrated with course content and theory
\n(____\/30 points)\tEach paragraph has thorough supporting, and detailed sentences that develop the main idea
\nEach paragraph has sufficient, supporting, and detailed sentences
\nthat develop the main idea
\nSome paragraphs lack supporting and detailed sentences
\nSome paragraphs failed to develop the main idea<\/p>\n
Development and content
\nIn-depth analysis of the content
\n(____\/20 points)\tProvides a balanced presentation of relevant information and shows a thoughtful, in-depth analysis of the issues\tProvides a clear analysis of the significant issues\tDoes not fully develop paper and presents irrelevant issues\tPaper is undeveloped
\nWriting Style:10%
\nClear and concise
\n(____\/10 points)\tWriting demonstrates clarity and conciseness; free of spelling, punctuation, and grammatical errors
\nWriting demonstrates clarity contains spelling, punctuation, and grammatical errors\tWriting lacks clarity or conciseness contains spelling, punctuation, and grammatical errors\tWriting is unfocused and long-winded, contains spelling, punctuation, and grammatical errors
\nReferences:
\nAPA 7th edition
\n(____\/10 points)
\n10 points will be deducted if the seventh edition APA is not met.\tUses APA format and meets the references requirement\tUses APA format and meet the references requirement with minor violations\tUses APA format and meet the references requirement with major violations\tAPA format is lacking or does not meet the references requirement
\nStudent\/Group Presentation<\/p>\n
Name of the Student: _________________________________________<\/p>\n
Date: ____________________________________________________________________<\/p>\n
Rate the presentation according to the criteria listed below:<\/p>\n
1 Strongly Disagree 2 Disagree 3. Agree 4. Strongly Agree<\/p>\n
Content: Clear, concise, and to the point (20 points) _______<\/p>\n
Presentation: Uses appropriate graphics (P) (F)<\/p>\n
Communicate: Effectively (20 points) _______<\/p>\n
Delivery: Speaker project ( help with nursing paper writing from experts with MSN & DNP degrees)s voice and maintains friendly eye contact with audience (20 points) _________<\/p>\n
Audience: Facilitate thoughtful discussion of the issue and responds with good insight (20 points) ______________<\/p>\n
Defense: Student can further explain or defend the ideas contained in the presentation (20 points) ________<\/p>\n
.<\/p>\n","protected":false},"excerpt":{"rendered":"
NURSING AND HEALTH SCIENCES GRADUATE PROGRAM Course Number\/Section: NUR-5051-03: THEORETICAL APPLICATIONS IN TRANSFORMATIVE LEADERSHIP Semester \u2013 Fall 2022 Thursdays, 7:45-9:55 pm -Online Zoom Synchronous\/Online Asynchronous\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8867,8870,8866,8868,8869],"tags":[8882,8871,7566,8873,7569,8879,8881,8876,8880,8875,8877,8878,8874,145,8872],"class_list":["post-95153","post","type-post","status-publish","format-standard","hentry","category-criminal-justice-paper-writing-service","category-custom-dissertation-writing-service","category-law-essay-writing-service-with-the-most-experienced","category-nursing-essay-writing-service-for-efficient-studying","category-top-rated-essay-writing-service","tag-custom-written-college-papers","tag-essay-custom-writer-service-writing-paper","tag-essay-writer-free-generator","tag-essay-writing-service-online-free","tag-free-essay-typer","tag-how-to-create-a-assignment","tag-how-to-make-assignmenti-need-help-with-my-essay","tag-how-to-make-college-assignments","tag-how-to-prepare-an-assignment","tag-how-to-write-assignment-format","tag-how-to-write-assignment-introduction","tag-how-to-write-assignment-university","tag-introduction-of-an-assignment-sample","tag-top-rated-essay-writing-service","tag-write-my-english-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/95153","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=95153"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/95153\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=95153"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=95153"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=95153"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}