Running head: LEADERSHIP COURSE DESIGN Leadership Course Design Crystal Dowling Grand Canyon University Date 1 LEADERSHIP COURSE DESIGN 2 Abstract The nurse leadership course is one based on the American Nurses Association 9 competencies. The course describes specific objectives that will be accomplished through successful completion of the course. Also, the course offers an outline and agenda. The formatting of the course takes into consideration the various learning styles of students and allows explicitly for activities to engage the visual, auditory, and tactile learner. The course also describes the different types of learners and strategies to assist in comprehension. The course will be evaluated through the participation in the group activities throughout the course and finally through a test at the completion of the course consisting of multiple choice and fill in the blank about various nursing leadership situations. Keywords: Learning Style, Leadership LEADERSHIP COURSE DESIGN 3 Leadership Course Design The design of a course involves many different moving parts. The first of the components is to determine the subject matter and the objectives of the course. The determination of the direction requires identification of the structured or the unstructured format. The learning strategies will also need to be determined, and which learning domains are going to be utilized. The course will require an agenda and a course outline (Billings & Halstead, 2016). Course Design The course being designed has the intended audience of the experienced nurse to transition into a nurse leader. The students will have approximately five years of nursing experience in the current setting. The learning experience will be a structured one. The course will be 4 hours in length. The current class comprises 10 students with multiple learning preferences including Auditory, Visual, and Tactile learners. The course will require the use of both active and passive learning strategies to reach the students. The active learning style will expect the audience to engage in the learning experience, and the passive style will require them to take in the material through their senses (Billings & Halstead, 2016). Course Objectives The course objectives are created through the use of Bloom's Taxonomy. The learning domains are related to the knowledge, attitudes, and skills of the nursing profession. The skills are presented in a hierarchical order showing that each one builds on the next. The cognitive domain is that of learning specific knowledge and building on the information. The affective domain involves the learning of attitudes, belief's, values, feelings, and emotions. Moreover, the psychomotor domain consists of the manipulation of specific skills (Billings & Halstead, 2016). The objectives for the nurse leadership course will include: LEADERSHIP COURSE DESIGN • 4 The experienced nurse will be able to describe the 9 competencies of nurse leaders per the ANA after successful completion of this leadership course (Guyton, 2017). • After successful completion of this course, the experienced nurse will be able to compose 3 priorities to achieve and evaluate within 90 days (Guyton, 2017). • After successful completion of this course, the experienced nurse will be able to articulate scripting for highlighting positive qualities of peers (Guyton, 2017). • After successful completion of this course, the experienced nurse will be able to adapt current practice to align his or her values with those of the facility. (Guyton, 2017) • After successful completion of the course, the experienced nurse will be able to discuss what? constructively within an interdisciplinary team (Guyton, 2017). • After successful completion of the course, the experienced nurse will be able to apply the SWOT approach to problem solving approaches (Guyton, 2017). • After successful completion of the course, the experienced nurse will be able to share praise and recognition to peers in a constructive format (Guyton, 2017). • After successful completion of the course, the experienced nurse will be able to share barriers to achieving leadership domains and formulate plans to overcome them (Pollard & Wild, 2014) Course Outline The outline of the course is a description of the layout of the course. The design of the course is a guideline for how the material will flow and the various topics to be covered throughout. The course outline should also take into consideration the intended audience. The subject matter the audience will require to gain the course objectives (Bojan & Pavlenko, 2014). The course outline for the leadership course is as follows: LEADERSHIP COURSE DESIGN I. Nurse Leader a. Description b. Importance II. Competencies of Nurse Leaders a. Commitment to Excellence b. Measure of Important things c. Build A Culture around Service d. Create and Develop Leaders e. Focus on Employee Satisfaction f. Build Individual Accountability g. Align behaviors with goals and values h. Communicate on all levels i. Recognize and reward Success III. Priorities and Goals a. Define b. Identification IV. Facility Specifics a. Mission b. Values c. Goals V. Communication a. Communication Process b. Types of Communication 5 LEADERSHIP COURSE DESIGN 6 c. Communication Techniques and Styles d. Managing Conflict VI. SWOT (Strength, Weakness, Opportunities, Threats) a. Define b. Practice c. Personalize VII. Focused Recognition and Storytelling a. Levels of Experiences b. Format VIII. Managing Up a. Define b. Identification c. Use of scripting Learning Styles The course is composed of students from varying learning styles. The students are visual, auditory, and tactile learners. The design of the course must consider the various learning styles of the intended audience to ensure ideal learning comprehension. The inclusion of the information will shape the design of the course. And, the information will allow for the audience to achieve the intended course objectives (Rogowsky, Calhoun, & Tallal, 2016). The visual learner uses sight to gain information. The images presented leave an impression and allow for retrieval later. The visual learner can reproduce the data through demonstration and tend to prefer expression through writing or drawing. The visual learner is LEADERSHIP COURSE DESIGN 7 likely to favor education material presented in a poster or PowerPoint format (Bright Hub Inc., 2014). The auditory learner uses verbal cues to gain information and knowledge. The aural learner may not be able to fully comprehend information that is read from a page until it is spoken aloud. The individual is likely to have a preference of discussing a problem to gain additional knowledge and may have a choice to work within a small group to allow for further topic discussion (ISU, n.d.). The tactile learner uses physical stimuli to gain information and knowledge. The learner is likely to comprehend information that is presented through imitation. The use of hands-on experience and role-playing may be beneficial for this type of learner. Additionally, the ability of the learner to connect an emotion to the experience may also allow for increased comprehension (ISU, n.d.). The use of a PowerPoint presentation at the beginning of the course to review leadership will likely engage visual learners. The purpose of group work by splitting the group into smaller groups for discussion will allow for talk about goals and priorities of nurse leaders. The activity is likely to engage auditory learners. The use of facility videos of the mission and goals of the facility will likely employ visual and auditory learners, and the emotion-driven features of the video will allow for tactile learners to form an emotional attachment and engage them further. Communication will be presented in a mixed format including PowerPoints with videos attached to explain necessary elements, and the audience will work within smaller groups to identify conflicts and how to overcome and then present to the larger group as a whole. The activities are likely to engage learners of all styles. The SWOT will be explained in a similar format with each group being given a specific problem to address. The focused recognition and storytelling will be LEADERSHIP COURSE DESIGN 8 a lecture and PowerPoint format. And, the managing up will be presented in a lecture format with the use of handouts. The audience will split into smaller groups and give examples of a way to manage up and use the scripting with each other while critiquing each other. The course will require the use of a computer and projector with a screen. The students should be given handouts with the ability to take notes on the sides of the handouts while the presentation is occurring. The class will also require wipe boards and magic erase markers or the use of tear-off sheet boards. The classroom should be arranged with circular tables to allow students to move quickly from lecture to groups. Course Evaluation The students will be evaluated based upon their participation within the group activities, and this information will be disclosed to them at the beginning of the course. The students will also have to take a written test using multiple choice and fill in the blank regarding various information disclosed to them throughout the course that will be open note. The students will complete a test at the end of the course applying the obtained objectives to various nurse leader situations. Course Agenda The course will follow the agenda listed below: o Introduction and Description of Day and Housekeeping (1200-1210) o Nurse Leader (1210-1230) o What are the competencies of a Nurse Leader (1230-1250) o Nurse Leader Priorities and Goals) (1250-1305) o Break (1305-1315) o Facility specific Videos (1315-1330) LEADERSHIP COURSE DESIGN 9 o Communication PowerPoint (1330-1345) o Communication Group Activity (1345-1405) o Break (1405-1415) o SWOT PowerPoint (1415-1430) o SWOT Group Activity (1430-1445) o Focused Recognition and Storytelling (1445-1500) o Managing Up Group Activity (1500-1520) o Test (1520-1550) o Course Evaluations (1550-1600) The design of the nurse leadership course requires many details to be placed together. The course must cover the necessary educational knowledge. However, the course will also need to take into consideration the variances within learning styles of the intended audience. The course will need to have an outline to use as the framework and an agenda to give the course the necessary structure. LEADERSHIP COURSE DESIGN 10 References Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty. St. Louis: Elsevier Saunders. Bojan, C., & Pavlenko, S. (2014). Needs and attitudes towards academic writing. A practiceinformed course structure. Scientific Journal of Humanistic Studies, 6(11), 80-86. Bright Hub Inc. (2014). Teaching visual learners: Tips and strategies for teachers and parents. Retrieved from http://www.brighthubeducation.com/teaching-methodstips/128401-an-overview-of-visual-learners/ Guyton, N. (2017). Nine principles of successful nursing leadership. Retrieved from https://www.americannursetoday.com/nine-principles-of-successful-nursingleadership/ Illinois State University (ISU). (n.d.). Learning style. Retrieved from http://www2.phy.ilstu.edu/pte/310content/case_studies/resources/Learning_Styles.pdf Pollard, C. L., & Wild, C. (2014). Nursing leadership competencies: Low-fidelity simulation as a teaching strategy. Nurse Education in Practice, 14(6), 620-626. doi:10.1016/j.nepr.2014.06.006 Rogowsky, B. A., Calhoun, B. M., & Tallal, P. (2015). Matching learning style to instructional method: effects on comprehension. Journal of Educational Psychology, 107(1), 64. doi:10.1037/a0037478 Learning Styles Rubric Criteria % No Value Submission % Scaling 0% 1: Unsatisfactory 0-75% 2: Less Than Satisfactory 76-80% 3: Satisfactory 81-88% 4: Good 89-92% 5: Excellent 93-100% 75% 80% 88% 92% 100% Content – 75% Designed a 4 hour class that would accommodate the learning style of each of the students Composed the learner objectives for the course 15% 15% Outline the class content and agenda Describe the learning activities and the rationale for the learning None Barely designs a 4 hour class that does not accommodate the learning style of each student. Minimally designs a 4 hour class that would accommodate the learning style of each student. Designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student. Clearly designs a 4 hour class that would clearly accommodate the learning style of each student. None Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors. Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors. Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly. Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives. 10% None Barely outlines the class content and agenda - substantially unorganized. Outlines the class content and agenda, but neither is clear. Clearly outlines the class content or agenda, but not both. Clearly outlines the class content and agenda. 15% None Barely describes the learning activities and explains the rationale for the learning activities you have Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors. Minimally outlines the class content and agenda somewhat unorganized. Minimally describes the learning activities and explains the rationale for the Describes the learning activities and explains the rationale for the learning activities Clearly describes the learning activities and explains the rationale for the learning activities you have Clearly and comprehensively describes the learning activities and explains the © 2015. Grand Canyon University. All Rights Reserved. activities selected for the group of students selected for your group of students. learning activities you have selected for your group of students. you have selected for your group of students. Describe the strategies to assess learning based on the learner objectives 15% None Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives. Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives. Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives. Scholarly references Utilizes at least 3 scholarly, peerreviewed resources less than 5 years old other in addition to course materials 3% None Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials. Weak selection of sufficient and relevant literature (less than 5 years old) no scholarly, peer-reviewed references used other than course materials) Uses only course materials. Length 2% None Unacceptable adherence to assignment length Poor adherence to assignment length criteria (within 50 Fair selection of sufficient and relevant literature (less than 5 years old) at least 1 scholarly, peerreviewed references used other than course materials) Does not use evidencebased sources when available. Weak adherence to assignment length criteria (within 25 selected for your group of students. Description is not always comprehensive. Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive. There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description. Partial selection of sufficient and relevant literature (less than 5 years old) at least 2 scholarly, peerreviewed references used - other than course materials) Uses evidence-based sources when available. rationale for the learning activities you have selected for your group of students. Clearly and comprehensively describes the strategies to assess learning based on the learner objective. There is a clearly evident logical connection between the assessment strategies and the learner objectives. Adequate adherence to assignment length criteria (within 10 Excellent adherence to assignment length © 2015. Grand Canyon University. All Rights Reserved. Excellent selection of sufficient and relevant literature (less than 5 years old) at least 3 scholarly, peerreviewed references used - other than course materials) Uses evidence-based sources when available. criteria (less than or more than 50 percent of stated criteria). percent of stated criteria). percent of stated criteria). percent of stated criteria). criteria (within stated criteria). The main thesis claims are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. The main thesis claims are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. Writer is clearly in command of standard, written, academic English. Organization and Effectiveness – 20% Thesis Development and Purpose 8% None Paper lacks any discernible overall purpose or organizing claim. The main thesis claims are insufficiently developed and/or vague; purpose is not clear. The main thesis claims are apparent and appropriate to purpose. Paragraph Development and Transitions 7% None Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5% None Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audienceappropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. © 2015. Grand Canyon University. All Rights Reserved. Format – 5% APA Format 4% None Correct APA format is not evident in the paper. Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 1% None No reference page is included. No citations are used. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Reference page is present. Citations are inconsistently used. Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, doublespacing, font size, and all other elements of APA. Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. © 2015. Grand Canyon University. All Rights Reserved. Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination. In-text citations and a reference page are complete. The documentation of cited sources is free of error.
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