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UNIVERSITY OF MAINE AT FORT KENT

Division of Nursing
Course Syllabus

Course: HLT 407 - Leadership and Management in Health Care

Term: Summer 2017 (May 22nd through June 30th)

Credit Hours: Three (3) credits

Contact Hours: 45 hours; 1:15 hours

Time: Asynchronous On-Line Instruction

Location: On-line, Blackboard Suite

Faculty: Tanya Sleeper, PhD, GNP-BC

Associate Professor
Division of Nursing
University of Maine at Fort Kent
220 Nadeau Hall

Office Phone: (207) 834-7582

E-Mail: tanya.sleeper@maine.edu

Fax Number: (207)834- 7577

Office Hours: by appointment only

Course Description:

Prepare students to assume leadership, decision-making roles, and political awareness within an
increasingly complex and changing health care system. Principles of leadership and management
are examined in context of their application within current and perspective global health care
environments. Role development and values clarification are emphasized.

Course Prerequisites: Second semester junior standing or instructor permission (NUR only).

Course and Program Objectives:

Upon completion of this course, the learner will be successful in the integration of course content
to meet the following core competencies:

Patient-Centered Care
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Professionalism
Informatics and Technology
Evidence-Based Practice (EBP)
Leadership
Systems-Based Practice
Safety
Communication
Teamwork and Collaboration
Quality Improvement
Geriatrics
1. Identify the differences in roles, behaviors, activities, and outcomes of the nurse as leader
versus the nurse as manager. [Professionalism]
2. Discuss how the roles of leading, managing, and following are essential to accomplishing
the mission and goals of a health care facility. [Leadership]
3. Utilize theoretical and empirical knowledge drawn from behavioral sciences, physical
sciences, and humanities in the application of leadership and management strategies.
[Evidenced Based Practice; Systems- Based Practice]
4. Address the professional roles of leadership and management as they apply to care
provider, client advocate, political activist, leader, therapeutic communicator, change
agent, and teacher. [Patient Centered Care, Professionalism, Leadership,
Communication, Quality Improvement]
5. Develop and demonstrate personal attributes necessary for the nurse to assume the roles
of leading, managing, and following. [Professionalism]
6. Demonstrate critical thinking, problem solving, and decision-making as applied to
individual and group learning activities. [Evidenced Based Practice, Teamwork and
Collaboration]
7. Demonstrate professional verbal and written communication skills. [Communication;
Informatics and Technology]
8. Analyze the relevance of organizational and professional culture within nursing
leadership and management. [Leadership; Safety]
9. Identify legal, ethical, and professional issues facing the nurse in positions of leadership.
[Professionalism; Systems Based Practice]
10. Relate the influence of economics, legislation, and the political process on the delivery of
nursing and health care. [Leadership; Systems Based Practice]
11. Discuss the impact of change and other socio-cultural variables on healthcare delivery,
and identify how the nurse can serve as an effective change agent. [Geriatrics,
Professionalism, Leadership]
12. Apply the principles of leadership and management to the planning of ones career.
[Leadership;, Professionalism]
13. Present and utilize research findings from nursing and management literature.
[Informatics and Technology]
14. Analyze how future paradigm shifts in health care will affect leadership and management
roles. [Evidenced Based Practice; Systems Based Practice, Geriatrics]
15. Sharpen skills in using the Internet to find on-line resources. [Informatics and
Technology]
16. Discuss quality improvement practice in nursing leadership and management and
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Its role in health care delivery, patient safety, and reimbursement structures.
[Leadership; Quality Improvement; Safety, Geriatrics]

Required Textbooks (Please note different textbooks based on major):

Nursing students only

Marquis, B. & Huston, C. (2015). Leadership roles and management functions in nursing (8th
ed.). Philadelphia: Lippincott-Raven Publishers.

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author

Leadership and Management for Health Care Professionals (HCA/HLT students only)

Ledlow, J.R., & Coppola, M.N. (2015). Leadership for health professionals: Theory,
skills, and application. (2nd ed.). Sudbury, MA: Jones and Bartlett.

American Psychological Association. (2010). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

Teaching/Learning Philosophy

This course is congruent with the University of Maine at Fort Kent and the Division of Nursing
mission to promote a quality education built upon a liberal arts foundation. In a learner-centered
environment, the students are prepared to assume their future and ongoing roles as caring,
competent, professional nurses.

Teaching/Learning Methodologies

This course promotes participative learning that includes, for example, discussion, case studies,
guest lecturers, and computer assisted instruction.

Course Policies: (go to following link)

https://mycampus.maine.edu/c/document_library/get_file?
p_l_id=497597&folderId=1250464&name=DLFE-12204.pdf

Contains information on: Academic Honesty, Academic Progression, Course Attendance,

Course Withdrawal, Certified Background Check, Professional Liability Insurance,
Assignments/Examinations/Due Dates, Professionalism, Student Athletes, and Changes to
Syllabus.

Hand Hygiene Policy:

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https://mycampus.maine.edu/c/document_library/get_file?uuid=c45fa376-3d12-4077-bbc7-
f4eef0722211&groupId=219471

Religious Policy:
A member of any religious group may, without penalty, absent her or himself from class, clinical
or lab as required in compliance with her or his religious obligations with the understanding that
such an absence my require make-up time. Given diverse religious faiths of nursing students at
the University of Maine at Fort Kent, the nursing faculty uphold a nonsectarian stance and
endeavor to accommodate opportunities for individuals to meet their religious obligations.

Students who anticipate the need to be absent to accommodate their religious practice must (a)
inform course faculty and clinical coordinator (Denise Potvin at UMFK and Eleanor Hess at
UMA campus) at the start of each semester of such an absence; and (b) complete any scheduled
exams and assignments before the class, clinical or lab date. Students who avail themselves of
this policy will experience no adverse or prejudicial effect as a result.

Consistent with the values and expectations of a professional nurse, all students are required to
provide patient care to any patients assigned to them. Regardless of a students beliefs or
religious attendance, the student is obligated to accept responsibility for the assigned patients as
delegated by the clinical instructor.

Questions about a students requested absence for religious observance should be directed to
UMFKs Office of Equal Opportunity (Dayna Geary, 207-834-7532). UMAs
Office of Equal Opportunity- Human Resources.

Netiquette Policy:

The UMFK Division of Nursing utilizes electronic forms of communication to enhance teaching
and facilitate timely interaction between faculty, staff, and students. The Division of Nursing
believes communication through discussion boards and other online classroom devices provide
opportunities for professional and academic exchange between nursing students and faculty. All
participants in the electronic classroom bear responsibility for ensuring that an environment
conducive to learning is established and maintained. Critical dialogue and multiple perspectives
are part of a professional education, whether in a tradition classroom or on-line. The learning
environment is characterized by respect, openness, and ethical conduct with considerations of
one another as peers, classmates, and faculty. It is expected that the same standards apply to all
classroom, email, asynchronous threaded discussions, chat, and group communications.

Additional Policies
Students are responsible to review and apprise themselves of the academic and program policies
listed in the university catalogue and in the Student Handbook, both of which are available
online.

Formative and Summative Evaluation Methods:

Student success is evaluated according to the chart below.
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Formative Evaluation Points 2017 Due Date

1. Assignments (2) 20 points
- Learning Exercise 6/4/17
- Quiz 6/18/17
2. Weekly Discussion Participation Weekly
30 points
3. Leadership Article Critique 15 points 6/11/17
4. Leadership Student Outcomes Completion of Course
35 points
- Updated Philosophy of 6/18/17
(10 points)
Nursing/Management Philosophy
- Resume and Cover Letter (15 points) 6/25/17
- Personal strategic plan/career path (10 points) 6/30/17
Total 100 points
All the above assignments must be submitted by 12 midnight on the due date, or the student
will forfeit credit for the assignment. Exceptions to the above will only be considered with
prior faculty approval.

1. Assignments: (2 worth 10 points each)

This course consists of (2) textbook related assignments over the course of the semester.
Assignment # 1 requires that you select a learning activity from the text. The student is expected
to select a learning activity/exercise in the accompanying textbook. The student is expected to
complete the assignment in accordance with the instructions of the activity in the text. Students
are expected to adhere to APA format as appropriate to complete the assignment.

Assignment # 2 consists of a 10 question quiz based on your assigned readings in your assigned
text (which will be posted on blackboard). Each assignment consists of learning activities to
promote active learning relevant to the topic of discussion. Assignments will be evaluated, as
applicable, according to the following assignment evaluation criteria.

Quality and depth of responses demonstrate evidence of preparation, research, and

creativity
Expresses ideas clearly, formatting and overall appearance of submission is well
organized and unified
Uses appropriate grammar, syntax, and spelling
Cites references in text correctly, including reference list; uses APA (6th ed.)
Evaluates and applies knowledge gained to practice (e.g., uses examples outside
of text or uses clinical practice examples) as appropriate

Evaluation Criteria Key:

10 = Excellent: Evidence of analysis and synthesis integrated with creativity; content
and format meets all criteria
9 = Very good: evidence of understanding integrated with creativity; content and
format meets almost all criteria
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8 = Average/adequate: evidence of meeting minimum assignment
requirements
7.5 = Fair/below average: evidence of meeting less than what assignment
required
7 = Unacceptable; fails to meet standards for passing

2. Course Participation via Discussion Board: (5 points each week/ 6 graded discussion
board forums)

Health care is about interaction with otherswith our patients, peers, colleagues, members of the
public, elected officials, and so forth. These interactions take many forms, whether to comfort or
confront, to inform or to question, to stimulate or to challenge. To generate interaction among the
students in this online course, a discussion question related to the readings will be posted each
week on the Discussion Board in Blackboard. Participation is evaluated on the basis of the
students preparation and quality of contribution to the Discussion Board (e.g. evidence of
critical thinking, analysis, reflection), as well as on the timeliness of the posting. For example,
students who are last minute submitters preclude their participation in an ongoing classroom
dialogue.
Students are expected to read on topics for each session, actively participate in on-line discussion
questions posted, complete the required assignments, read all faculty and student correspondence, as
well as interact with each other. Students are to respond to the Discussion Board question and to
one another as well. To stimulate ongoing discussion, challenge one anothers thinking, introduce
new information, and present diverse perspectives. Check the Discussion Board discussion on a
regular basis so that the discussion is an ongoing threaded dialogue. Ensure that you can
substantiate or support your point of view with evidence from nursing or other scholarly
literature. For example, statements such as, I feel or I think, need to be backed up with
evidence, not just your observation or anecdotal experience.

Discussion board responses should be posted to the appropriate week, e.g. #1, #2, and so on.
To avoid clogging one anothers Discussion Board space, keep your comments brief.
Participation is evaluated in terms of quality and not quantity (See Appendix C Grading Rubric
Discussion Board Forum)

3. Leadership Article Critique: (15 points)

Each student is to write a 2-3 page (double spaced) computer generated synopsis of a leadership
and management article of interest. The article that you select may be on a topic such as conflict
management that you would like to develop further in your professional role. You must submit
the article via email attachment along with your critique. The student is expected to summarize
and synthesize the major points of the article and how it is relevant to practice.

Addresses the following questions:

What are the key issues in this article?

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What questions does the author address or raise?
What conclusions can be drawn from the article?
Why did you select this article?
How is it relevant to your needs in the workplace?

Quality of discussion (introduction, body, conclusions)

Clarity, analyses, and syntheses of the leadership concepts
Relevance to practice
Includes a reference list/follows APA format

4. Leadership Student Outcomes: (35 points total)

The 3 leadership outcomes to be addressed in your include leadership, communication, and

professionalism. The required assignments to reflect these outcomes are 1) updated philosophy
of nursing/management philosophy, 2) resume and cover letter, and 3) personal strategic
plan/career path.

Philosophy of nursing (updated- NUR students only): (10 pts)

Your philosophy of nursing should be viewed as a work in process, an evolving expression of

your personal beliefs, values, and world-view of nursing. Clinical and academic experiences can
have a profound change and broaden your view and beliefs about nursing. Revisit your
philosophy of nursing that you have written and consider any changes that you might make.

What is the purpose of nursing and how do you define nursing?

Who or what is the focus of nursing care?
How do you define health and illness?
Why do you practice nursing the way you do? What are the beliefs and values that shape
your nursing actions, care decisions, and professional behavior?
What is your vision for the future of nursing?
Has your philosophy of nursing changed since you first wrote it? If so, identify what has
influenced this. If not, explain why.

Management Philosophy (HCA/HLT Students only)

A management philosophy expresses your beliefs regarding your management practices and
management style. Writing a management philosophy can be a great way to communicate your
work ethic to a potential employer and can function as a mission statement for yourself as to why
you choose to perform your management duties the way you do. When you write your
management philosophy, it's crucial to understand that it must be founded on theory and practical
experience and communicated in a clear, yet engaging manner

Introduce your management philosophy with a brief statement about what you consider to
be best management practices.
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What do you consider to be fundamental to a manager's proper and effective functioning

within any organization?
How you perceive the ideal relationship between a manager/leader and his or her
employees to be. Is it one of camaraderie and communication, or one of leadership and
strategy?
Define your role as a manager/leader. How would you perceive yourself to be the most
effective in an organization? Highlight how your talents support your philosophy
Conclude with goal/objective statement of what you hope to achieve in your career as a
leader/manager.

Resume and Cover Letter: (15 pts)

Drafting a resume will assist the student to record and evaluate activities and achievements that
promote ones professional nursing abilities. Students are to compose a 1-2 page resume
outlining basic biographical information, formal education, and work experiences(s). Additional
subject areas include professional licensure and certifications; membership in professional
organizations; honors or awards; publications/presentations; continuing education; and hobbies.
Students are encouraged to review information from the course, other texts, and Internet
resources to assist them in compiling an effective resume that is professional in appearance and
content.

This should include an overview of your career. Please identify the positions you have held, your
responsibilities, and skills that you have developed. List your positions in reverse chronological
order. The cover letter is one page; expresses the reason for your interest in the position, as well
as highlighting your personal strengths and qualifications. It must be computer-generated, in
formal letter format, and written in business language. (Appendix B Grading Rubric
Resume/Cover Letter)

High quality (e.g. formal business format, overall appearance) (4 pts.)

Use of business language (2 pts.)
Spelling/grammar/syntax (2 pts.)
Follows general resume or cover letter writing guidelines (3 pts.)
Resume includes appropriate categories; content of cover letter expresses interest,
highlights personal strengths, and qualifications (4 pts.)

Personal strategic plan and career path/ vision for your future: (10 pts)

o Identify your basic underlying core values and beliefs or principles

o Determine your strengths, weaknesses, opportunities, and threats
o Map out your career goals project your title, salary, and responsibilities along the
following time line:
o If I could be what I want according to the following timeline what would it be?

o 1 year from now

o 2-3 years
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o 5 years
o 10 years
o 20 years
o at retirement

Grading Scale: A grade of C or lower will require that the course be repeated.

Grade Percent GPA

A 93-100% 4.0
A- 90-92% 3.67
B+ 87-89% 3.33
B 83-86% 3.0
B- 80-82 2.67
C+ 78-79% 2.33
C 76-77% (unsatisfactory for progression) 2.0
C- 70-75% (unsatisfactory for progression) 1.67
D+ 67-69% (unsatisfactory for progression) 1.33
D 63-66% (unsatisfactory for progression) 1.0
D- 60-62% (unsatisfactory for progression)
F <59% (unsatisfactory for progression)

The minimum passing grade for NUR/HLT courses is C+; the minimum passing grade for
nursing support courses is a grade of C or better. For those courses that utilize an objective
examination format, students must achieve an average grade of 78% on the exams to pass the
course. Final Grades are posted one week after the last day of classes.

Following the UMFK Credit Hour policy, to meet the identified student learning outcomes of
this course, the expectations are that students complete, at a minimum, approximately 2 hours of
coursework for every credit hour of classroom and/or lab instruction.
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Course Outline:

DATE CONTENT READING S

WEEK OF: Marquis and Huston
(NUR students)
Ledlow and
Coppola(HCA students
5/22/17 5/28/17 Welcome and Introductions Marquis & Huston
The Critical Triad: Decision Making, Chapters 1,2, 3, 4, 5 &
Management, and Leadership 6
Foundation for Effective Leadership and Ledlow & Coppola
Management: Ethics, Law and Advocacy Chapters 1,2, 4, 6, 10,
& 12
5/29/17 6/4/17 Roles and Functions in Planning Marquis & Huston
Chapters 7, 8, 9, 10, 11
Ledlow & Coppola
Assignment 1 Due Chapters 9 & 14
6/5/17 6/11/17 Roles and Functioning in Organizing Marquis & Huston
Chapters 12, 13, & 14
Article Critique Due Ledlow & Coppola
Chapter 7, 8, & 13
6/12/17 6/18/17 Roles and Functions in Staffing Marquis & Huston
Chapter 15, 16, & 17
Assignment 2 Due Ledlow & Coppola
Updated Nursing Philosophy Chapter 5
/Management Philosophy Due
6/19/17 6/25/17 Roles and Functions in Directing Marquis & Huston
Chapters 18, 19, 20,
21& 22
Ledlow & Coppola
Resume/ Cover Letter Due Chapter 5, 7 & 14
6/26/16 6/30/17 Roles and Functions in Controlling Marquis & Huston
Chapters 23, 24, & 25
Ledlow & Coppola
Chapter 11, 15, & 16
Strategic Plan/ Career Path Due
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Support Services:
1. Learning Center Services: Available to all University of Maine at Fort Kent students to
assist them in reading, writing, and mathematical skill development. Information about these
services can be accessed by calling 207-834-7530 (1-800-Try-UMFK) or online at
UMFK campus: https://www.umfk.edu/learning-center/
UMA campus: http://www.uma.edu/learningsupport.html

2. UMFK Writing Lab: The Writing Lab is available to all UMFK students in-person and
online. At the Writing Lab, students can receive feedback from expert student tutors to help:
understand an assignment, improve a draft, understand citation styles, review returned work
for further improvement.
UMFK campus: Students can access the UMFK Writing Lab in three ways:
On campus site: Powell Hall, Second Floor
Online at: https://www.umfk.edu/learning-center/writing-center/
By phone: 207-834-7530 or (Toll Free 1-888-879-8635, ask for Student Support
Services)
UMA Campus: Students have access to individual assistance in the development of their
college-level writing and mathematics skills through dedicated labs staffed by experienced
faculty and students. The Writing Labs provide tutorials in writing, one-on-one feedback on
essays, information on research papers, helpful handouts, and more. Students can access the
UMA Writing Lab as follows:
Katz Library room 206
Monday Friday 8:30am 4pm and online
207-621-3199
writingtutor@maine.edu
Online at: http://www.uma.edu/academics/student-support/learning-support-services/augusta-
writing-center/ (from there you can access the Bangor campus info from the menu on the left)

Writing across the curriculum faculty support

Elizabeth Powers, Asst. Prof. of English & Writing Center Coordinator
elizabeth.c.powers@maine.edu

3. APA Guide to Good Writing: PowerPoint slides to assist students with improving their
writing and APA skills: http://www.umfk.edu/de/jradsma/nur/apastyle/
Also helpful: http://www.apastyle.org/learn/tutorialsa/basics-tutorial.aspx

4. Blake Library Services: Library resources from UMFK and the University of Maine
System (UMS) are available to all students and can be accessed by calling 834-7525 (1-800-
TRY-UMFK) or online at http://www.umfk.edu/library/
UMA Campus: Katz Library Services: Library resources from UMA and the University of
Maine System (UMS) are available to all students and can be accessed by calling 207-621-
3349 or Toll free at 1-877-1234 (x3349) or online at
http://www.uma.edu/academics/libraries/

5. ADA Statement: Students with special needs should contact the ADA Coordinator at 834-
7532 so that appropriate accommodations may be made.
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6. ADA Accommodations: If you have a disability which may affect your ability to participate
fully in this course, it is your responsibility to request accommodations promptly. Contact
the Learning Support Services Office on your campus, or Coordinator of Student Services at
your campus or center to discuss possible assistance. Accommodations must be requested
each semester, and are not provided retroactively. (http://www.uma.edu/academics/student-
support/student-development-division/disability-services/)

7. Title IX Statement: The University of Maine at Augusta and the University of Maine at Fort
Kent is committed to providing an environment free of violence and harassment based on sex
and gender. Such civil rights offences are subject to the same accountability and support as
offences based on race, national origin, etc. If you or someone else within the campus
community is struggling with sex discrimination, sexual harassment, sexual assault
relationship violence, or stalking you can find the appropriate resources at:
http://www.uma.edu/about/title-ix-info/.

Research Resources for Nursing Papers and Assignments: (Go to following link)
**Please note that either the course instructor or the campus librarian may approve creditable
sources a student is considering to use when writing a paper.**
https://mycampus.maine.edu/c/document_library/get_file?
p_l_id=2908035&folderId=1303523&name=DLFE-3000506.pdf
Statement of Understanding: (Go to following link)
https://mycampus.maine.edu/c/document_library/get_file?
p_l_id=497597&folderId=1250464&name=DLFE-12202.pdf

E-Portfolio Guidelines: (Go to the following link)

https://mycampus.maine.edu/c/document_library/get_file?
p_l_id=497597&folderId=1250464&name=DLFE-13012.pdf
Also: the following link will direct you to the librarys information of portfolios.
http://offcampus.maine.campusguides.com/content.php?pid=524464

Testing Success and Remediation Plan: (Go to the following link)

https://mycampus.maine.edu/c/document_library/get_file?
p_l_id=497597&folderId=1303523&name=DLFE-13302.pdf

UMFK/PINES NCLEX-RN Success Resources (go to following link)

https://bb.courses.maine.edu/
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Go to the My Organizations section (far right, last section); Click on the Nursing NCLEX
Success Resources.

ECS/December 12th, 2001

Approved: 1/25/02
Revised 10/29/04
Revised 08/08
Revised 12/10
Revised 8/12
Revised 12/12
Revised 06/13
Revised 11/14
Revised 05/15
Revised 12/16
Revised 01/17
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Appendix A
Grading Rubric
Written Assignments
Student: Assignment:

Grading Criteria Possible Points

Points Earned
Organized and unified; purpose is evident; clearly and
persuasively written; effective introduction and
summary/conclusion statement for each question;
attentive to structural format and overall appearance 3/5
Evidence of analytical and critical thinking:
demonstrates quality and depth; well-researched and
accurate; conclusions are logical; analyses are thorough;
applies knowledge to practice as appropriate to 5/7
assignment; integration of course concepts into
assignment
APA (2010): Correctly cites references within text;
reference list corresponds to in text references and in
text references included in reference list; is correctly 1/2
formatted
Uses standard written English, free of errors in grammar,
spelling, punctuation, word choice; uses appropriate
professional language; syntax, sentence and paragraph
structure flow well; use of language and terminology are 1/1
professional and lend clarity to intent of assignment
Total 10/15

General comments
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Appendix B
Grading Rubric Resume/Cover Letter
Student: Assignment:

Grading Criteria Possible Points

Points Earned
High quality (e.g. formal business format, overall
appearance) 4

Use of business language (2 pts.)

Spelling/grammar/syntax (2 pts.)
2

Follows general resume or cover letter writing guidelines

(2 pts.)
3

Resume includes appropriate categories; content of cover

letter expresses interest, highlights personal strengths, and
qualifications (2 pts.) 4

Total 15

General comments

Appendix C
Grading Rubric Discussion Board Forum
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Student: Discussion Board Posts Week #

Grading Criteria Possible Points

Points Earned
Organized and unified; purpose is evident; clearly and
persuasively written; effective introduction and summary
statement. Timeliness of posting. 1

Evidence of analytical and critical thinking: demonstrates

quality and depth; well-researched and accurate;
conclusions are logical. Demonstrates reflection when 2
appropriate. Includes references as appropriate.
Responses to other posts are thoughtful, respectful, and
demonstrates application of material 2

Total 5

General comments