Program Outcome 1
Function as a member or leader of collaborative inter-professional care teams.
(Collaborative Leadership)
The Master of Science in Nursing (MSN) program at Ferris State University (FSU) has offered many opportunities to function as a member of different inter-professional care teams. Through a variety of assignments in different courses, I was able to meet the program outcome of Collaborative Leadership. Many of the assignments were group projects which incorporated various group styles: collaborative live presentations, papers, and PowerPoint presentations that were narrated. Working in a group allowed me to be a team member, not only in a course setting but also in my professional setting. With my background in nursing being in the Obstetric field, I realized a leader needs good communication skills during critical times. I found myself leading many critical scenarios and attribute my skill to course work in the MSN program.
At the start of the MSN program, I realized it was hard to become organized when group assignments were given. Everyone has personal schedules that are different from everyone else. People would communicate to the group early in the assignment to allow organization of their schedule but also keep me on task with my own schedule. Once I realized this technique, I often found myself leading the group assignments by emailing early in the assignment and delegating different tasks to the group. This allowed everyone to work at his or her own pace. The group members could choose the task they were knowledgeable in or perhaps a task they were not knowledgeable in. I found the Transformational Leadership skills helpful to complete this program outcome.
I have provided three assignments that correspond with Collaborative Leadership. The first assignment included five individuals. The group decided the project would be on nursing shortage. Each person chose a section of the rubric, provided research, created graphics, and narrated the assignment. Time frames were discussed for completion of each section and then a time to review the material. Collaboration was performed using collaborative meeting rooms or via telephone. If individuals were unable to meet, notes were taken and sent to that person. Overall, providing an organized timeline to complete tasks was necessary to meet the due date of the assignment.
The second attached assignment was a group assignment with one other individual. The individual and I had the same background of obstetrics, making the assignment easier to collaborate. We both had a passion for the assignment as evidence-based practice suggested laboring down versus pushing had positive outcomes. Collaborative Leadership was noted in this assignment with the engagement of two individuals having the same interest and goals. When the other person has different ideas for the project, I have noticed it makes it harder to reach mutual goals. This was not the case for this assignment.
The last assignment incorporated a PICO statement in which peers had to review and submit comments for critiquing. The assignment also integrated emergency preparedness within my professional work setting. I was able to take the content from the table in the paper and create an emergency preparedness skills lab in my work setting. During the skills lab I became the leader and educated my co-workers on mass casualty. Furthering my education, I volunteered to obtain a Hazardous Emergency Response Training (HERT) certificate in the event of an emergency in the community.
Under the National League for Nursing competencies, these assignments incorporated:
Competency I: Facilitate Learning
Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.
Competency II: Facilitate Learner Development and Socialization
Nurse Educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.
Competency III: Use Assessment and Evaluation Strategies
Nurse Educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning.
Competency VII: Engage in Scholarship
Nurse Educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.
Competency VIII: Function Within the Educational Environment
Nurse Educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.
At the start of the MSN program, I realized it was hard to become organized when group assignments were given. Everyone has personal schedules that are different from everyone else. People would communicate to the group early in the assignment to allow organization of their schedule but also keep me on task with my own schedule. Once I realized this technique, I often found myself leading the group assignments by emailing early in the assignment and delegating different tasks to the group. This allowed everyone to work at his or her own pace. The group members could choose the task they were knowledgeable in or perhaps a task they were not knowledgeable in. I found the Transformational Leadership skills helpful to complete this program outcome.
I have provided three assignments that correspond with Collaborative Leadership. The first assignment included five individuals. The group decided the project would be on nursing shortage. Each person chose a section of the rubric, provided research, created graphics, and narrated the assignment. Time frames were discussed for completion of each section and then a time to review the material. Collaboration was performed using collaborative meeting rooms or via telephone. If individuals were unable to meet, notes were taken and sent to that person. Overall, providing an organized timeline to complete tasks was necessary to meet the due date of the assignment.
The second attached assignment was a group assignment with one other individual. The individual and I had the same background of obstetrics, making the assignment easier to collaborate. We both had a passion for the assignment as evidence-based practice suggested laboring down versus pushing had positive outcomes. Collaborative Leadership was noted in this assignment with the engagement of two individuals having the same interest and goals. When the other person has different ideas for the project, I have noticed it makes it harder to reach mutual goals. This was not the case for this assignment.
The last assignment incorporated a PICO statement in which peers had to review and submit comments for critiquing. The assignment also integrated emergency preparedness within my professional work setting. I was able to take the content from the table in the paper and create an emergency preparedness skills lab in my work setting. During the skills lab I became the leader and educated my co-workers on mass casualty. Furthering my education, I volunteered to obtain a Hazardous Emergency Response Training (HERT) certificate in the event of an emergency in the community.
Under the National League for Nursing competencies, these assignments incorporated:
Competency I: Facilitate Learning
Nurse educators are responsible for creating an environment in classroom, laboratory, and clinical settings that facilitates student learning and the achievement of desired cognitive, affective, and psychomotor outcomes.
Competency II: Facilitate Learner Development and Socialization
Nurse Educators recognize their responsibility for helping students develop as nurses and integrate the values and behaviors expected of those who fulfill that role.
Competency III: Use Assessment and Evaluation Strategies
Nurse Educators use a variety of strategies to asses and evaluate student learning in classroom, laboratory and clinical settings, as well as in all domains of learning.
Competency VII: Engage in Scholarship
Nurse Educators acknowledge that scholarship is an integral component of the faculty role, and that teaching itself is a scholarly activity.
Competency VIII: Function Within the Educational Environment
Nurse Educators are knowledgeable about the educational environment within which they practice and recognize how political, institutional, social, and economic forces impact their role.
Nursing Shortage Group Assignment | |
File Size: | 3095 kb |
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Laboring Down versus Pushing Poster | |
File Size: | 1063 kb |
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Cultural and Social Assessment Literature Table | |
File Size: | 20 kb |
File Type: | docx |