NURS 6053/NURS 6053N/NRSE 6053C/NURS 6053C/NURS 6053A/NRSE 6053A: Interprofessional Organizational and Systems Leadership IRIKEFE
Student Support and Calendar Information
So you have all key information available to you off-line, it is highly recommended that you print the following items for your reference:
This Syllabus, including the Course Schedule that is linked on this page as a PDF
Support, Guidelines, and Policies
5 credits in 11 weeks
Walden University assigns credit hours based on the number and type of assignments that enable students to achieve the course learning objectives. In general, each semester credit equals about 42 hours of total student work and each quarter credit equals about 28 hours of total student work. This time requirement represents an approximate average for undergraduate work and the minimum expectations for graduate work. The number and kind of activities estimated to fulfill time requirements will vary by degree level and student learning style, and by student familiarity with the delivery method and course content.
Students in this course will develop leadership skills to transform nursing and adapt organizations in response to the turbulent healthcare environment. They will develop and apply theory-based leadership competencies to create the organizational cultures needed to achieve quality patient outcomes. Students will also explore evidence-based strategies to create healthy work environments that empower nurses and build collaborative interprofessional teams.
Course Learning Outcomes
By the conclusion of this course, you should be able to:
Explain how national healthcare issues impact healthcare organizations.
Evaluate the promotion of ethical practice within organizational policies and practices.
Analyze the effectiveness and impact of leadership skills on organizational practice.
Assess leadership traits and behaviors in the development of personal leadership philosophies.
Analyze evidence-based theories for promoting organizational health, collaboration, and effective teams.
Apply strategies to lead organizational, policy, and practice changes.
College of Nursing Alignment of Learner Outcomes
Click on the following link to access the Alignment of Learner Outcomes:
Document: NURS 6053 College of Nursing Alignments of Learning Outcomes (PDF)
Please visit the university bookstore via your Walden student portal to ensure you are obtaining the correct version of any course texts and/or materials noted in the following section. When you receive your materials, make sure that all required items are included.
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.
Note: If the print edition of these books are referenced here, electronic versions also may be available and may be acceptable for use in this course. If an electronic version is listed, no print version is available.
Rath, T. (2007). Strengths Finder 2.0 – with Access Code.
Note: If you are in the MSN Nurse Executive program and you are required to take NURS 6201 for your program of study, you will need to keep this book. It is required for that course.
Other readings (journal articles, websites, book excerpts, etc.) are assigned throughout the course and may be found within each Module.
Note: The following text is required for use throughout your MSN program and should have been purchased in NURS 6002/NURS 6003:
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000
Assigned course media elements may be found in one or more modules of the course and are available via a streaming media player or a hyperlink to the individual item.
Primary and Secondary Sources
Review the following information prior to selecting resources for assignments.
Primary: A primary source is an original document that is the first account of what happened. A research report is primary, and you can tell because it includes materials and methods demonstrating how the research was done. Some creative work is also primary, such as poetry, novels, and interviews of people who experienced something firsthand. In nursing, which is an evidence-based discipline, we strive to use primary research that is published in scholarly, peer-reviewed journals.
Scholarly, peer-reviewed journal: Scholarly journals publish papers by professional authors and experts in the field using a peer-review process to review the work and assure quality before publishing. The focus of a scholarly journal is to provide accurate information for scholars and other researchers. The focus is on content rather than advertising, a direct contrast to popular media. Scholarly journals publish both primary and secondary papers, the former usually noted as original research and the latter as reviews and commentaries. Letters to the editor may also be published but should be recognized as opinion pieces.
Note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.
Secondary: A secondary source is one step removed from the original source. This work interprets and often compiles other work, and it includes review articles, textbooks, fact sheets, and commentaries about a topic. It also includes news reports of original research. Secondary work is more prone to error and bias than primary work because it is being filtered through an additional person or persons. Review papers can be useful to glean information about a topic and to find other sources from the reference list, but it is the original, primary research that should be relied on most heavily in demonstrating scholarship, depth, and validation of factual information.
Participation in weekly Discussions: The exchange of ideas among colleagues engaged in scholarly inquiry is a key aspect of learning and is a requisite activity in this course. You are expected to participate each week by posting a response to a prompt or question in the weekly Discussion area. In addition, you are expected to respond to your fellow students postings. To count as participation, responses need to be thoughtful; that is, they must refer to the week readings, relevant issues in the news, information obtained from other sources, and/or ideas expressed in the postings of other class members. You may ask questions or offer further information or links about the subject. Please pay attention to grammar and spelling, as consistently poorly written posts will receive grade penalties. In grading the required Discussion postings, your Instructor will be using the Discussion Posting and Response Rubric, located in the Course Information area.
Note: Unless otherwise noted, initial postings to Discussions are due on or before Day 3, and response postings are due on or before Day 6. You are required to participate in the Discussion on at least three different days (a different day for main post and each response). It is important to adhere to the weekly time frame to allow others ample time to respond to your posting. In addition, you are expected to respond to questions directed toward your own initial posting in a timely manner.
Assignments: The Assignments provide you with the opportunity to apply the skills and knowledge gained through the Learning Resources and the practicum experience. See the Assignment area of specific weeks for detailed descriptions of the assignments. In grading the required Assignments, your Instructor will be using rubrics located in the Course Information area.
Note: The course Assignments will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e. video, required readings, textbook), when comparing different points of view, highlighting similarities, differences, and connections, and/or when lending support to your Assignment responses.
Portfolio Assignment: Each course in the Master of Science in Nursing (MSN) program for the following specializations includes a Portfolio Assignment: Nursing Education, Nurse Executive, Nursing Informatics, and Public Health Nursing. The Portfolio Assignment is designed to measure specific professional knowledge and skills as outlined in the American Association of Colleges of Nursing (AACN) Master Essentials. Students submit the Portfolio Assignment in the online classroom and a criterion-based scoring rubric is used to grade the assignment. The rubric is aligned with American Association of Colleges of Nursing (AACN) Master Essentials and provides specific and informative feedback on your performance. The Portfolio Assignment is evaluated by the course Instructor.
Academic Integrity Originality Policy
Walden encourages students to use critical thinking to produce original thoughts in discussion posts, assignments, and other scholarly work. This will require that you completely and accurately demonstrate critical thinking via assimilation and synthesis of ideas when using credible, outside and course specific resources (i.e., video, required readings, textbook); when comparing different points of view, highlighting similarities, differences, and connections; and/or when lending support to your responses. Using too many direct quotes or ineffective paraphrasing does not demonstrate originality.
To demonstrate originality requires the use of paraphrasing. According to the Walden Writing Center (n.d.), Paraphrasing in academic writing is an effective way to restate, condense, or clarify another author’s ideas while also providing credibility to your own argument or analysis (Introduction to Paraphrasing). As you discuss those sources, paraphrasing allows you to use your own words and sentence structure to talk about the information you gleaned from those sources. (Walden Writing Center, n.d., Introduction to Paraphrasing).
Ineffective paraphrasing occurs when authors paraphrase a source but do not use their own sentence structure or vocabulary to effectively reword that source. The issue here is often that the student paraphrase simply uses synonyms for the source original wording and is not different enough from the original source wording. Ineffective paraphrasing can occur when an author does not use his or her own wording or voice to paraphrase entire paragraphs or individual sentences. (Walden Writing Center, n.d., Examples of Paraphrasing, slide 10).
For more information, refer to the Writing Center Introduction to Plagiarism & Intellectual Property at https://academicguides.waldenu.edu/writingcenter/modules/plagiarism#s-lg-box-8548804
Assignments, discussion posts, or other scholarly work that does not demonstrate originality and/or lacks proper citation to credit original sources/authors will receive a grade reduction amounting up to 10%.