Nursing Leadership Fellowship

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C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Workbook FY2016

FY2016

Fellow Workbook Fellow

NursingLeadership Fellowship

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Nursing Leadership Fellowship Fellow Workbook Table of Contents

Section 1: Introduction to the Nursing Leadership Fellowship Program Overview Fellow Workbook Utilization

Section 2: Fellowship Planning and Orientation Pre-fellowship Course Work Program Expectations Timeline and Calendars Enrichment Experiences Role of the Advisor

Section 3: First Quarter Curriculum Communication and Relationship-Building Knowledge of the Health Care Environment Leadership Skills Professionalism Business Skills, Financials, and Human Resources Management

Section 4: Second Quarter Curriculum Communication and Relationship-Building Knowledge of the Health Care Environment Leadership Skills Professionalism Business Skills, Financials, and Human Resources Management

Section 5: Third Quarter Curriculum Communication and Relationship-Building Knowledge of the Health Care Environment Leadership Skills Professionalism Business Skills, Financials, and Human Resources Management

Section 6: Fourth Quarter Curriculum Communication and Relationship-Building Knowledge of the Health Care Environment Leadership Skills Professionalism Business Skills, Financials, and Human Resources Management

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Nursing Leadership Fellowship Fellow Workbook Table of Contents

Bibliography Didactic Classroom Schedules Appendices: Forms Goal Setting Advisor Progress Report Fellowship Shadowing Report Fellow Journaling Pages Enrichment Experience Articles/References Nursing Professional Organizations Listing AONE Nurse Executive Competencies Journal Club Articles Classroom Handouts

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1

The purpose of the development, implementation, and evaluation of a Nursing Leadership Fellowship is to provide a learning opportunity for formal and informal leaders to develop their transformational leadership characteristics. Objectives of the fellowship are to increase the knowledge of transformational leadership characteristics and develop leaders’ style as transformational. Through transformational leadership education and behavior development, leaders will improve the safety of the work environment for staff and patients.

Contained in This Section:  Program Overview  Fellow Workbook Utilization

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Program Overview

Program Overview

The concept of transformational leadership is multifaceted. Transformational leadership is described as a leadership style with a proactive approach to management categorized by a vision for the future (Murphy, 2005). With a charismatic approach, leaders motivate and encourage followers to achieve organizational goals through individual consideration, intellectual stimulation, and effective communication (Murphy, 2005). Transformational leadership provides a framework for leaders to further develop their own knowledge and ability to lead through staff commitment, engagement, and a positive work environment. Environments rich in transformational leadership possess leaders that motive and energize their staff to engage in mutual goals, shared visions, and establish an empowering culture of personal values and mutual respect (Murphy, 2005). Within transformational leadership, leaders move their followers past their own interest towards a shared vision and goal (McGuire & Kennerly, 2006). Murphy (2005) acknowledges, “Leadership is subject to many interpretations” (p.131). Within nursing, Por- ter-O’Grady (1992) defined a transformational leader as “one who can take the concepts of change and human relationships and apply them to change circumstances, both to evaluate the condition and process and to facilitate the movement of the change along a clearly understood and confined continuum” (p. 19). Transformational leadership is routed in a “mutual relationship between leader and follower” (Welford, 2002, p.9).

An evidence-based practice (EBP) fellowship has been developed after a literature review revealed that new leaders are not prepared, adequately educated, or developed to manage constant change, think systematically, or assem- ble resources through team building and goal setting (Mahaffey, Kaplan, & Triolo, 1998; DeCampli, Kirby, & Baldwin, 2010; Sherrod, McKesson, & Mumford, 2010). A need was identified to support nurse leader development through mentorship, education, training, precepting, and orientation (Wolf, Bradle, & Nelson, 2005; Riggio & Lee, 2007; Gardner, 2010). Current and future nursing leaders must develop the skills, decision-making ability, and vision to create a culture of safety through nurse empowerment. The purpose of the development, implementation, and evaluation of a Nursing 6

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Program Overview Leadership Fellowship is to provide a learning opportunity for formal and informal leaders to develop their transformational leadership characteristics. Objectives of the fellowship are to increase the knowledge of transformational leadership characteristics and develop leaders’ style as transformational. Through transformational leadership education and behavior development, leaders will improve the safety of the work environment for staff and patients.

The fellowship will begin in July 2015, with the identified fellowship participants. During the initial phase or first months weeks of the program, education regarding leadership styles, characteristics, and behaviors will be taught through a didactic format with the use of PowerPoint presentations and workbook activities. Fellows will identify goals and be paired with an advisor for additional leadership mentoring and experience opportunities.

The second phase of the fellowship will begin in September, 2015, and continue until June, 2016. During this phase of the fellowship, fellows will participate in one eight-hour didactic education session per month. In addition to classroom lectures, each month the fellows will engage in one eight-hour leadership shadowing experience and at least one leadership activity quarterly.

Each participant will be expected to commit a minimum of 16 hours to phase one of the fellowship and 288 hours to phase two of the fellowship. Hours dedicated to participation in the fellowship will be included within the individual’s scheduled work time.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Program Overview Fellowship Course Work The fellowship will begin in July, 2015, and continue one year until June, 2016. During the fellowship, fellows will participate in one eight-hour didactic education session per month. Education regarding leadership styles, characteristics, and behaviors will taught through an interactive lecture format incorporating the use of PowerPoint presentations and workbook activities. In addition to classroom lectures, each month the fellows will engage in one eight-hour leadership shadowing experience with their assigned advisor or another leader as arranged. The fellow will shadow a leader within the organization to observe leadership styles, characteristics, and behaviors. Dur- ing each eight-hour shadow experience, the fellow will complete journaling and goal setting activities. Each quarter during the fellowship, the fellow will be required to participate in at least one leadership activity to enrich the learning experience.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Fellow Workbook Utilization

Fellow Workbook Utilization

The workbook is designed as a guide for the fellow to build upon a foundation of leadership skills. The workbook is divided into quarterly sections to facilitate learning, development, and experiences based on the focus of the curriculum. Each quarter will focus on specific skills related to each of the five nurse executive competencies as defined by the American Organization of Nurse Executives (AONE).

Curriculum materials, resource articles, interactive activities, and supplemental materials are included within the workbook. Calendars, didactic classroom schedules, journal club articles, and advisor resources are also pre- sented within the document. The appendices provides additional tools and resources for the fellows to utilize.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Fellow Workbook Utilization

 First Quarter Communication and Relationship-Building - Effective Communication - Generational Diversity Knowledge of the Health Care Environment - Clinical Practice - Understanding Governance - Patient Care Delivery Models and Work Design Knowledge Leadership Skills - Foundational Thinking Skills - Personal Journey Discipline Professionalism - Active Membership in Professional Organizations - Personal and Professional Accountability Business Skills, Financials, and Human Resources Management - Financial Basics: Budget Fundamentals and Productivity

 Second Quarter Communication and Relationship-Building - Delegation - Shared-Decision Making Knowledge of the Health Care Environment - Knowledge of Risk Management - Knowledge of Quality Improvement and Metrics - Patient Safety Leadership Skills - Systems Thinking Professionalism - Evidence-based Clinical and Management Practice - Ethics (Personal vs. Organizational) Business Skills, Financials, and Human Resources Management - Monthly Financial Analysis - Virtual Unit Exercise - Performance Management and Progressive Discipline 10

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Introduction to the Nursing Leadership Fellowship Section 1 Fellow Workbook Utilization

 Third Quarter Communication and Relationship-Building - Medical Staff Relations - Diversity and Horizontal Violence Knowledge of the Health Care Environment - Utilization of Case Management - Outcome Measurement - Evidence-Based Practice Leadership Skills - Succession Planning Professionalism - Advocacy for the Clinical Enterprise and for Nursing Practice Business Skills, Financials, and Human Resources Management - Budget Preparation (Operations and Capital) - Nursing Informatics - Difficult Decisions

 Fourth Quarter Communication and Relationship-Building - Community Involvement - Academic Relationships Knowledge of the Health Care Environment - Policy Knowledge - Health Care Economics Leadership Skills - Change Management Professionalism - Career Planning Business Skills, Financials, and Human Resources Management - Strategic Financial Management - Data Warehouse - Interviewing Skills

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Fellowship Planning and Orientation Section 2

Fellowship Planning and Orientation

This section of the workbook will provide an overview of the pre-fellowship course work, the expectations of participation in the fellowship program, and identification of the role of the advisor.

Contained in this Section:  Program Expectations - Fellowship Curriculum Overview - Fellowship Calendar - Fellowship Experiences  Role of the Advisor - Set Fellowship Goals - Identification and Introduction of Advisors

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Fellowship Planning and Orientation Section 2 Program Expectations

Program Purpose and Desired Outcomes

Current and future nursing leaders must develop the skills, decision-making ability, and vision to create a culture of safety through nurse empowerment. The purpose of the development, implementation, and evaluation of a nursing administrative fellowship is to provide a learning opportunity for nurse leaders in formal and informal positions to develop their transformational leadership characteristics and behaviors. Objectives of the fellowship are to increase the knowledge of transformational leadership characteristics and develop leaders’ style as transformational. Through transformational leadership education and behavior development, leaders will improve the safety of the work environment for staff and patients. Through participation in the fellowship, fellows will increase their knowledge of transformational leadership characteristics and begin to transform their own leadership style.

Fellowship Curriculum Overview

A nursing leadership fellowship designed to provide knowledge and skills for becoming a transformational leader will be implemented in a large urban academic medical center specializing in the care of the pediatric patient population. Leadership style identification, transformational leadership characteristics, and methods to become a transformational leader will be taught to nursing leaders who are enrolled in the fellowship. The basis of course content implemented within the fellowship will utilize the American Organization of Nurse Executive (AONE) nurse executive competencies, transformational leadership development curriculum, and outcomes data literature (Bass, Avolio, Jung, & Berson, 2003; American Organization of Nurse Executives [AONE], 2005; Kearney & Gerbert, 2009; Taylor, Greene, & Filerman, 2010). Seminars, leadership training sessions, and complementary educational opportunities will be incorporated into the nursing administrative fellowship. The fellowship will include web-based education opportunities to supplement the didactic educational sessions (Bellack & Morjikian, 2005). In addition to education, a mentor component and enhancement experiences will be incorporated (Bellack & Morjikian, 2005). The

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellowship Planning and Orientation Section 2 Program Expectations

fellowship will integrate educational and supportive activities to develop leaders’ transformational characteristics that support empowering care environments. The development of a nursing administrative fellowship is supported through evidence demonstrating educated and developed leaders create empowering care environments and a work culture that leads to positive patient safety outcomes.

Development of the nursing leadership fellowship will be based on core competencies determined by the AONE for nurse executives and the organizational and health system nurse leader competencies (Morjikian & Bellack, 2005; Bellack & Morjikian, 2005; AONE, 2005; Fralic & Morjikian, 2006). Education is an important component to provide to the group of fellows (Mahaffey et al., 1998; Morjikian & Bellack, 2005; Bellack & Morjikian, 2005). Education will involve a variety of topics and methods to assist leaders in becoming transformational leaders to foster environments rich in staff empowerment (Armstrong & Laschinger, 2005; McGuire & Kennerly, 2006; Failla & Stichler, 2008; Armstrong et al., 2009). Through development of mentor relationships, the fellows will set goals, work towards developing their transformational leadership behaviors, and participate in enrichment experiences. Enrichment experiences may include supplemental didactic education, one-on-one coaching sessions, leadership meeting attendance, or leadership networking sessions. Debriefing and experience analysis will be conducted through fellow-mentor interaction.

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Fellowship Planning and Orientation Section 2 Program Expectations

Timeline Implementation

The fellowship will begin in July, 2015, with fellowship participants. Dur- ing the initial phase of the program, education regarding leadership styles, characteristics, and behaviors will be taught through a didactic form with the use of PowerPoint presentations and the use of on-line education modules. Fellows will identify goals and be paired with an advisor for additional leadership mentoring and experience opportunities.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellowship Planning and Orientation Section 2 Program Expectations

Phase II of the fellowship will begin September, 2015. The second phase is divided into four quarters each focusing on specific competencies identified from the AONE nurse executive competencies (AONE, 2005). Phase II will incorporate one eight-hour didactic education session held the last Friday of each month with the exception of November and December being the third Friday of those months. Classes will be held in one of the Nursing Education department’s classrooms from 7:00 a.m. to 3:30 p.m. In addition to the eight- hour didactic days, each fellow will spend eight hours shadowing his/her advisor each month or a designated leader. Each advisor will facilitate the shadowing experiences. Enrichment experiences will be required each quarter. These additional activities are supplemental, educational opportunities for the participant to further develop their transformational leadership knowledge and skills. Each fellow will have the ability to select one enrichment experience each month from a list of identified activities. Enrichment experiences will be tailored to the quarterly course content and the fellow will have the opportunity to choose the experience in which they have the most potential to gain knowledge from.

Fellowship Calendar The 12 month fellowship:  Fiscal year 2016 calendar is divided into quarters.  Each quarter set of calendars identifies the required didactic days, enrichment experience opportunities, and advisor shadowing time.

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Fellowship Planning and Orientation Section 2 Program Expectations

Fellowship Calendar: July 2015 First Quarter Sun Mon Tue Wed Thu Fri Sat Advisor Planning 1 2 3 4 Sessions 5 6 7 8 9 10 11 - Each fellow to meet with Nursing Adminis- 12 13 14 15 16 17 18 trative Fellowship 19 20 21 22 23 24 25 Taskforce Member (Heather Ambrose) to 26 27 28 29 30 31 set goals for the fellowship and shadowing experience. Choose one August 2015 date/time to meet. Sun Mon Tue Wed Thu Fri Sat 1 Classroom Didactic 2 3 4 5 6 7 8 Education 7:00am-3:30pm 9 10 11 12 13 14 15 16 17 18 19 20 21 22 Enrichment 23/30 24/31 25 26 27 28 29 Experiences Choose 1/quarter 1. Attend Unit Direc- tor meeting. September 2015 2. Attend Senior Nurs- Sun Mon Tue Wed Thu Fri Sat ing Leadership 1 2 3 4 5 meeting. 3. Attend Patient Care 6 7 8 9 10 11 12 Leadership Council 13 14 15 16 17 18 19 meeting. 20 21 22 23 24 25 26 27 28 29 30

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Fellowship Planning and Orientation Section 2 Program Expectations

Fellowship Calendar: Second Quarter October 2015 Classroom Didactic Sun Mon Tue Wed Thu Fri Sat Education 1 2 3 7:00am-3:30pm 4 5 6 7 8 9 10 Advisor Shadowing 11 12 13 14 15 16 17 Time 8 hours/month 18 19 20 21 22 23 24 25 26 27 28 29 30 31 Enrichment Experiences Choose 1/quarter November 2015 1. Attend two meet- Sun Mon Tue Wed Thu Fri Sat ings: one that con- 1 2 3 4 5 6 7 sists of all peers and one that is interdis- 8 9 10 11 12 13 14 ciplinary and analyze the forms of 15 16 17 18 19 20 21 communication dis- 22 23 24 25 26 27 28 played and present to fellowship group. 29 30 2. Attend system-wide Practice Council meeting December 2015 3. Attend a Profession- Sun Mon Tue Wed Thu Fri Sat al Organization Meeting 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 18

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Fellowship Planning and Orientation Section 2 Program Expectations

Fellowship Calendar: Third Quarter January 2016 Classroom Didactic Sun Mon Tue Wed Thu Fri Sat Education 1 2 7:00am-3:30pm 3 4 5 6 7 8 9 Advisor Shadowing 10 11 12 13 14 15 16 Time 17 18 19 20 21 22 23 8 hours/month 24/31 25 26 27 28 29 30 Enrichment Experiences February 2016 Choose 1/quarter 1. Participate in Pa- Sun Mon Tue Wed Thu Fri Sat tient Safety Rounds 1 2 3 4 5 6 on unit and attend Executive Rounds 7 8 9 10 11 12 13 Oversight Commit- 14 15 16 17 18 19 20 tee 21 22 23 24 25 26 27 2. Attend Nursing Quality Council 28 29 meeting 3. Attend and participate in multidisci- March 2016 plinary rounds on Sun Mon Tue Wed Thu Fri Sat the unit 4. Review a resume 1 2 3 4 5 and design inter- 6 7 8 9 10 11 12 view questions for an RN 13 14 15 16 17 18 19 5. Participate in budg- 20 21 22 23 24 25 26 et meetings with Advisor 27 28 29 30 31 19

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Fellowship Planning and Orientation Section 2 Program Expectations

Fellowship Calendar: Fourth Quarter April 2016 Classroom Didactic Sun Mon Tue Wed Thu Fri Sat Education 1 2 7:00am-3:30pm 3 4 5 6 7 8 9 Advisor Shadowing 10 11 12 13 14 15 16 Time 17 18 19 20 21 22 23 8 hours/month 24 25 26 27 28 29 30 Enrichment Experiences May 2016 Choose 1/quarter 1. Interview/shadow Sun Mon Tue Wed Thu Fri Sat leadership in an am- 1 2 3 4 5 6 7 bulatory setting 8 9 10 11 12 13 14 2. Participate in community service ac- 15 16 17 18 19 20 21 tivity 22 23 24 25 26 27 28 3. Review one current legislative issue on 29 30 31 Advisory Board website and be prepared to discuss it. June 2016 4. Attend a Critical Sun Mon Tue Wed Thu Fri Sat Care Ethics Meeting 5. Participate in com- 1 2 3 4 munity service 5 6 7 8 9 10 11 6. Attend informatics council meeting 12 13 14 15 16 17 18 7. Attend Data Ware- 19 20 21 22 23 24 25 house steering or champions meeting 26 27 28 29 30 20

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Fellowship Planning and Orientation Section 2 Program Expectations

Fellowship Enrichment Experiences

Fellows will be required to participate in a number of Fellowship Enrichment Experiences throughout the program. Enrichment experiences may include supplemental didactic education, one-on-one coaching sessions, leadership meeting attendance, or leadership networking sessions. Participation in fellowship enrichment experiences provides additional opportunities to encoun- ter leadership knowledge, application, and comprehension. Enrichment experiences are designed to supplement the material outlined each quarter based on the core curriculum for nurse executive competencies as outlined by the American Organization of Nurse Executives (AONE).

Fellows must participate in at least one enrichment experience each quarter. Enrichment activities are designed to enhance the education being taught during the didactic sessions. An example list of potential enrichment experiences is listed for each quarter for the fellows to choose from. Fellows may choose other opportunities as they present themselves. Each fellow will en- ter the nursing administrative fellowship at a different level of leadership experience; therefore, fellows will be encouraged to participate in the enrichment experience that offers them the most potential personal gain. At the conclusion of each enrichment experience, the fellow will be expected to discuss the activity with their advisor and/or the fellowship cohort.

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Fellowship Planning and Orientation Section 2 Role of the Advisor

Role of the Advisor

The role of the advisor is critical to the success and growth of the fellow. Identifying advisor, exploring the expectation of that experience, and defin- ing what the fellow hopes to learn from the advisor are vital components of the fellowship learning experience (Morjikian & Bellack, 2005). The advisor is encouraged to support the fellow through various methods including: act- ing as a sounding board for ideas, expanding the fellow’s professional networking system, assisting with the identification of supplementary training opportunities, clarifying long-term professional goals, and advocating on the behalf of the fellow (Morjikian & Bellack, 2005). The role of the advisor is designed to enable nurse leadership to become more effective in “solving some of the major challenges facing today’s healthcare system” (Morjikian & Bellack, 2005, p. 432).

Set Fellowship Goals

Through development of an advisor/fellow relationships, the fellows will set goals, work towards developing their transformational leadership behaviors, and participate in enrichment experiences. Advisors will assist the fellows in goal development. Debriefing and experience analysis will be conducted through fellow-mentor interaction.

Identification and Introduction of Advisors

Advisors utilized within the program may include Vice Presidents, Clinical Directors, Unit Directors, supervisors, Nurse Educators, Advance Practice Nurses, or other organizational leaders. During the first week of the pre- fellowship coursework, each fellow will meet individually with the project leader to complete a goals form and discuss potential advisors.

The fellows’ goals will be reviewed by the nursing administrative fellowship taskforce and advisors identified. The advisor will be notified and meet with the fellow during the month of July.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC First Quarter Curriculum Section 3

First Quarter Curriculum

Contained in this Section:  Communication and Relationship-Building - Effective Communication - Generational Diversity  Knowledge of the Health Care Environment - Clinical Practice - Understanding Governance - Patient Care Delivery Models and Work Design Knowledge  Leadership Skills - Foundational Thinking Skills - Personal Journey Discipline  Professionalism - Active Membership in Professional Organizations - Personal and Professional Accountability  Business Skills, Financials, and Human Resources Management - Financial Basics: Budget Fundamentals and Productivity

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First Quarter Curriculum Section 3 Communication and Relationship Building

Communication and Relationship Building The focus of this quarter will include an overview of effective communication and generational diversity.

Expected Outcomes: 1. Nursing Administrative Fellow will have basic knowledge of effective communication. 2. Nursing Administrative Fellow will be able to identify positive and negative forms of communication. 3. Nursing Administrative Fellow will be to define generational diversity and identify all four groups.

Enrichment Experience Opportunities: 1. Nursing Administrative Fellow will attend two meetings: one that con- sists of all peers and one that is interdisciplinary and analyze the forms of communication displayed and present to fellowship group. 2. Nursing Administrative Fellow will analyze the generational diversity of their own department and present to their peers.

Journal Articles: Hart, S. M. (2006). Generational diversity: Impact on recruitment and retention of registered nurses. Journal of Nursing Administration, 36(1), 10-12.

Saccomano, S. J., & Pinto-Zipp, G. (2011). Registered nurse leadership style and confidence in delegation. Journal of Nursing Management, 19(4), 522-533.

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First Quarter Curriculum Section 3 Knowledge of the Health Care Environment

Knowledge of the Health Care Environment The focus of this quarter will include an overview of clinical practice, understanding governance, patient care delivery models, and work design knowledge.

Expected Outcomes: 1. Nursing Administrative Fellow will have an improved understanding of the policy development and review process in relation to clinical practice. 2. Nursing Administrative Fellow will increase understanding of shared governance through participation in unit-based and hospital practice councils. 3. Nursing Administrative Fellow will be able to articulate the importance of patient/family involvement in care.

Didactic Education: Family Centered Care at Children’s Hospital of Pittsburgh of UPMC Policy and Procedure Process Shared Governance The Advisory Board company presentation of The Family as Patient Care Partner. (Laptops)

Enrichment Experience Opportunities: Attend system-wide Practice Council meeting with Sandra Fleck. Attend CHP Family Forum meeting.

Journal Articles: Long, L. E., Burkett, K., & McGee S. (2009). Promotion of safe outcomes: Incorporating evidence into policies and procedures. Nursing Clinics of North America, 44(1), 57-70.

Moore, S. C., & Wells, N. J. (2010). Staff nurses lead the way for improvement to shared governance structure. The Journal of Nursing Administration, 40(11), 477-482.

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First Quarter Curriculum Section 3 Leadership Skills

Leadership Skills The focus of this quarter will include an overview of foundational thinking and personal journey discipline.

Expected Outcomes: 1. Nursing Administrative Fellow will describe foundational thinking skills 2. Nursing Administrative Fellow will identify the concept of a personal journey and begin to journal their personal journey.

Didactic Education: Foundational Thinking Skills Emotional Intelligence– lecture and self test (Laptops) Exercises and Self evaluation for emotional intelligence Self-awareness – The ability to recognize your own emotions and how they affect your thoughts and behavior, know your strengths and weaknesses, and have self-confidence. Self-management – The ability to control impulsive feelings and behaviors, manage your emotions in healthy ways, take initiative, follow through on commitments, and adapt to changing circumstances. Social awareness – The ability to understand the emotions, needs, and concerns of other people, pick up on emotional cues, feel comfortable socially, and recognize the pow- er dynamics in a group or organization. Relationship management – The ability to develop and maintain good relationships, communicate clearly, inspire and influence others, work well in a team, and manage conflict.

Enrichment Experience Opportunities: Journal—gain insight into personal journey (appendix workbook pg)

Journal Article: Vitello-Cicciu, J. M. (2002). Exploring emotional intelligence: Implications for nursing leaders. Journal of Nursing Administration, 32(4), 203-210.

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First Quarter Curriculum Section 3 Professionalism

Professionalism The focus of this quarter will include an overview of active membership in professional organizations and personal/professional accountability.

Expected Outcomes: 1. Nursing Administrative Fellow will identify at least one positive outcome of active membership in professional organizations. 2. Nursing Administrative Fellow will describe one example of personal and professional accountability. 3. Nursing Administrative Fellow will identify personal and business ethics.

Didactic Education: Identify patient rights and responsibilities Identify ethics committee roles, structure and function Identify consequences of unethical actions Understand organizational business and personal ethics Understand conflicts of interest Identify professional standards and codes of ethical behavior Code of Conduct Demonstrate balance of professional and personal pursuits Professional Organizations

Enrichment Experience Opportunities: Attend a Professional Organization Meeting

Journal Articles: Elchos, S. (2020). Is it ethical? You decide. Nursing Management, 18-21.

Romano, C. (2011). Guide to nursing organizations. Lippincott’s 2011 Nursing Career Directory.

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First Quarter Curriculum Section 3 Business Skills, Financials, and Human Resources Management

Business Skills, Financials, and Human Resources Management The focus of this quarter will include an overview of the understanding of budget fundamentals and productivity.

Expected Outcomes: 1. Nursing Administrative Fellow will identify the financial basics: budget fundamentals 2. Nursing Administrative Fellow will articulate the financial basics: productivity.

Didactic Education: Budget Basics—Terminology Productivity (laptops)

Enrichment Experience Opportunities: Productivity exercise HPPD for own department – develop own staffing plan for unit

Journal Article: Loke, J. C. F. (2001). Leadership behaviours: Effects on job satisfaction, productivity, and organizational commitment. Journal of Nursing Management, 9(4), 191-204.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Second Quarter Curriculum Section 4

Second Quarter Curriculum

Contained in this Section:  Second Quarter Overview  Communication and Relationship-Building - Delegation - Shared-Decision Making  Knowledge of the Health Care Environment - Knowledge of Risk Management - Knowledge of Quality Improvement and Metrics - Patient Safety  Leadership Skills - Systems Thinking  Professionalism - Succession Planning - Career Building  Business Skills, Financials, and Human Resources Manage- ment - Monthly Financial Analysis - Performance Management and Progressive Discipline - Virtual Unit Development

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Second Quarter Curriculum Section 4 Communication and Relationship-Building

Communication and Relationship-Building The focus of this quarter will include an overview of delegation skills and decision-making within a group.

Expected Outcomes: 1. Nursing Leadership Fellow will identify appropriate delegation skills. 2. Nursing Leadership Fellow will have increased knowledge of decision making within a group.

Didactic Education: Team Building What it means to be a member of a team Delegating for results

Enrichment Experience Opportunities: Role Play based on positive and negative team membership and delegation

Journal Articles: Registered Nurses and Delegation by Scott J Saccomano MSN/Pa Nurse

The Nurse’s Etiquette Advantage by Kathleen D. Pagana

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Second Quarter Curriculum Section 4 Knowledge of the Health Care Environment

Knowledge of the Health Care Environment The focus of this quarter will include an overview of risk management, quality improvement and metrics and patient safety.

Expected Outcomes: 1. Nursing Leadership Fellow will have an increased knowledge and understanding of risk management. 2. Nursing Leadership Fellow will identify and implement one unit-based quality improvement project. 3. Nursing Leadership Fellow will learn to access and utilize available resources in relation to Patient Safety.

Didactic Education: Risk Management Review article on To Err is Human: Building a Safer Health System Just Culture

Enrichment Experience Opportunities: Participate in Patient Safety Rounds on unit and attend Executive Rounds Oversight Committee Attend Nursing Quality Council meeting

Journal Article: Looking Beyond the Obvious Causes of Error with post test. The article is located on the Patient Safety Authority website accessed from the CHP Patient Safety website.

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Second Quarter Curriculum Section 4 Leadership Skills

Leadership Skills The focus of this quarter will include an explanation of systems thinking.

Expected Outcomes: 1. Nursing Leadership Fellow will identify ways of building loyalty and commitment to the organization. 2. Nursing Leadership Fellow will identify how systems thinking has value in the nursing organization. 3. Nursing Leadership Fellow will consider the impact of nursing decisions on the health care organization as a whole.

Didactic Education: Define and differentiate between personal and professional accountability. Differentiate between autonomy, accountability and responsibility Identify ways to align personal and organizational conduct with ethical and professional standards Be able to discuss the concept of moral residue

Enrichment Experience Opportunities: Attend Patient Care Leadership Meeting

Journal Article: ANA Code for Nurses

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Second Quarter Curriculum Section 4 Professionalism

Professionalism The focus of this quarter will include an overview of succession planning and career building.

Expected Outcomes: 1. Nursing Leadership Fellow will develop a resume and CV. 2. Nursing Leadership Fellow will identify goals for future career planning.

Didactic Education: Develop a CV (Computer Lab) Resume building Identify professional norms and behaviors Explore professional organizations Conduct self assessments Network with colleagues Stay current with professional body of knowledge Disc Assessment, Myers Briggs

Enrichment Experience Opportunities: Attend Professional Organization Meeting Network with Peers (other unit/department/UPMC business unit)

Journal Articles: www.ncbi.nlm.nih.gov/pubmed/16766913 Leading Tomorrow' s Healthcare Organizations

journals.lww.com/.../2006/01000/Succession Planning Valuable Process or Pointless.13.aspx Succession Planning Valuable Process or Point- less Exercise.

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Second Quarter Curriculum Section 4 Business Skills, Financials, and Human Resources Management

Business Skills, Financials, and Human Resources Management The focus of this quarter will include an overview of monthly financial analysis, performance management and progressive discipline, and participation in completing a virtual unit.

Expected Outcomes: 1. Nursing Leadership Fellow will participate in a monthly financial analysis with their advisor. 2. Nursing Leadership Fellow will participate in the virtual unit exercise. 3. Nursing Leadership Fellow will describe performance management and progressive discipline. 4. Nursing Leadership Fellow will identify common pitfalls experienced as a nurse leader.

Didactic Education: Virtual unit exercise (Laptops) Common pitfall in performance management and progressive discipline Litigation Landmines

Enrichment Experience Opportunities: Monthly financial analysis exercise Complete 2nd virtual unit exercise

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Third Quarter Curriculum Section 5

Third Quarter Curriculum

Contained in this Section:  Third Quarter Overview  Communication and Relationship-Building - Diversity and Horizontal Violence - Cultural Diversity  Knowledge of the Health Care Environment - Utilization of Case Management - Outcome Measurement - Evidence-Based Practice  Leadership Skills - Succession Planning - Change Management  Professionalism - Advocacy for the Clinical Enterprise and Nursing Practice  Business Skills, Financials, and Human Resources Management - Budget Preparation (Operations and Capital) - Interviewing Skills

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Third Quarter Curriculum Section 5 Communication and Relationship-Building

Communication and Relationship-Building The focus of this quarter will include diversity and horizontal violence and an overview of cultural diversity.

Expected Outcomes: 1. Nursing Leadership Fellow will learn historical background of medical and nursing education. 2. Nursing Leadership Fellow will have knowledge of physician /nurse relations and how it impacts patient safety. 3. Nursing Leadership Fellow will define and Discuss Horizontal Violence. 4. Nursing Leadership Fellow will discuss strategies to Improve Collaboration and communication. 5. Nursing Leadership Fellow will define Cultural Diversity and give examples

Didactic Education: Physician Nurse Relationships-Medical Resident Director and Clinical Nursing Director Horizontal Violence Cultural Diversity-Guest speaker-UPMC diversity department.

Enrichment Experience Opportunities: Shadow/interview physician for part of their work day. Role play-crisis management interventions. Interview both a senior nurse and new graduate nurse about their experience with Hori- zontal Violence.

Journal Articles: Griffen, M (2004) Teaching cognitive rehearsal as a shield for Lateral Violence: an inter- vention for newly licensed Nurses. The Journal of Continuing Education in Nursing,35(6), 257-263.

Crucial Conversations Silence Kills (Vital Smarts)

Rosenstein, A. H. (2002). Nurse Physician Relationships: Impact on Nurse Satisfaction and Retention, American Journal of Nursing, 102(6), 26-35.

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Third Quarter Curriculum Section 5 Knowledge of the Health Care Environment

Knowledge of the Health Care Environment The focus of this quarter will include an overview of the utilization of case management, outcome measurement and evidence-based practice.

Expected Outcomes: 1. Nursing Leadership Fellow will have an increased understanding of the importance of case management 2. Nursing Leadership Fellow will continue to work on unit-based pe- formance improvement initiative and begin to identify and measure outcomes. 3. Nursing Leadership Fellow will be able to identify one potential evidence- based practice project related to their patient population utilizing the OA- SIS acronym.

Didactic Education: Utilization of Case Management Evidence-Based Practice

Enrichment Experience Opportunities: Attend an Evidence-Based Practice Council Meeting Attend and participate in multidisciplinary rounds on the unit

Journal Article: Transforming Health Care from the Inside Out: Advancing Evidence –Based st Practice in the 21 Century

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Third Quarter Curriculum Section 5 Leadership Skills

Leadership Skills The focus of this quarter will include succession planning and change management.

Expected Outcomes: 1. The Nursing LeadershipFellow will identify leadership roles in succession planning and how to positively support staff in change. 2. The Nursing Leadership Fellow will examine how a conceptual model for change can guide and evaluate implemented change.

Didactic Education: Succession Planning

Enrichment Experience Opportunities: Attend a peer review meeting and identify a common problem may be bene- ficial in changing practice and increasing quality.

Journal Club Article: Upenieks, Needleman, Soban, Pearson, Parkerton, & Yee. (2008). The relationship between the volume and type of transforming care at the bedside in- novations and changes in nurse vitality. Journal of Nursing Administration, 38(9), 386-394.

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Third Quarter Curriculum Section 5 Professionalism

Professionalism The focus of this quarter will include an overview of the nurse leader’s role in advocacy for the clinical enterprise and nursing practice.

Expected Outcomes: 1. Nursing Leadership Fellow will identify one example of how nurse leaders advocate for the clinical enterprise. 2. Nursing Leadership Fellow will identify one example of how nurse leaders advocate for nursing practice.

Didactic Education: RN in a non-clinical role to speak about their role and how their nursing background influences their position. Nursing Reform—Legislation

Enrichment Experience Opportunities: Attend an Evidence-Based Practice Council Meeting Attend and participate in multidisciplinary rounds on the unit

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Third Quarter Curriculum Section 5 Business Skills, Financials, and Human Resources Management

Business Skills, Financials, and Human Resources Management The focus of this quarter will include an overview of budget preparation and interviewing skills.

Expected Outcomes: 1. Nursing Leadership Fellow will participate in the budget preparation (Operations and Capital) with their advisor. 2. Nursing Leadership Fellow will identify skills to utilize during interviewing.

Didactic Education: Budget Preparation and development Interviewing Skills

Enrichment Experience Opportunities: Review a resume and design interview questions for an RN Participate in budget meetings with Advisor

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Fourth Quarter Curriculum Section 6

Fourth Quarter Curriculum

Contained in this Section:  Fourth Quarter Overview  Communication and Relationship-Building - Community Involvement - Building Academic Relationships  Knowledge of the Health Care Environment - Policy Knowledge - Health Care Economics  Leadership Skills - Change Management  Professionalism - Clinical Ethics  Business Skills, Financials, and Human Resources Management - Strategic Financial Management - Data Warehouse - Nursing Informatics

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Fourth Quarter Curriculum Section 6 Communication and Relationship-Building

Communication and Relationship-Building The focus of this quarter will include an overview of community involvement and building academic relationships.

Expected Outcomes: 1. Nursing Leadership Fellow will be able to speak to sources in the community that provide partnerships in the continuum of healthcare for our patients. 2. Nursing Leadership Fellow will define the environment and resources that both positively and negatively affect healthcare. 3. Nursing Leadership Fellow will have a broader insight into the wellness continuum outside of the hospital.

Didactic Education: Injury Prevention Community Outreach Academic Relationships-guest speaker

Enrichment Experience Opportunities: Interview/shadow leadership in an ambulatory setting Participate in community service activity

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Fourth Quarter Curriculum Section 6 Knowledge of the Health Care Environment

Knowledge of the Health Care Environment The focus of this quarter will include an overview of policy knowledge and health care economics.

Expected Outcomes: 1. Nursing Leadership Fellow will discuss one healthcare policy initiative. 2. Nursing Leadership Fellow will have a basic understanding of Health Care Economics.

Didactic Education: Health Care Economics Policy Knowledge Health Care Reform

Enrichment Experience Opportunities: Review one current legislative issue on Advisory Board website and be prepared to discuss it.

Journal Article: The Intended and Unintended Consequences of Health Care Reform

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Fourth Quarter Curriculum Section 6 Leadership Skills

Leadership Skills The focus of this quarter will include an introduction to change management.

Expected Outcomes: 1. Nursing Leadership Fellow will identify key steps within change management.

Didactic Education: Review CHP current initiatives

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Fourth Quarter Curriculum Section 6 Professionalism

Professionalism The focus of this quarter will include an overview of clinical ethics.

Expected Outcomes: 1. Nursing Leadership Fellow will identify clinical ethics.

Didactic Education: Understand cultural and spiritual diversity for patients and staff

Enrichment Experience Opportunities: Attend a Critical Care Ethics Meeting Participate in community service Attend Swartz Rounds

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Fourth Quarter Curriculum Section 6 Business Skills, Financials, and Human Resources Management

Business Skills, Financials, and Human Resources Management The focus of this quarter will include an overview of strategic financial management, data warehouse, and nursing informatics.

Expected Outcomes: 1. Nursing Leadership Fellow will verbalize an understanding of strategic financial management. 2. Nursing Leadership Fellow will identify potential benefits to nurse leaders of the information available through the data warehouse. 3. Nursing Leadership Fellow will describe nursing informatics.

Didactic Education: Strategic Financial Management Data Warehouse Nursing Clinical Informatics

Enrichment Experience Opportunities: Attend informatics council meeting Attend Data Warehouse steering or champions meeting

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

The development of a nursing leadership fellowship was supported through evidence demonstrating educated and developed leaders create empowering care environments and a work culture that leads to positive patient safety outcomes.

Contained in This Section:  Bibliography

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

Aiken, L. H., Clarke, S. P., Sloane, D. M., Lake, E. T., & Cheney, T. (2008). Effects of hospital care environment on patient mortality and nurse outcomes. Journal of Nursing Administration, 38(5), 223-229. doi:10.1097/01.NNA.0000312773.42352.d7

American Nurses Credentialing Center (ANCC). (2009). Application manual: Magnet recognition program. Silver Spring, MD: Commission on Magnet.

American Nurses Credentialing Center (ANCC). (2010). Find a Magnet facility. Retrieved from http://nursecredentialing.org/Magnet/FindaMagnetFacility.aspx

Antonakis, J., Avolio, B. J., & Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the Multifactor Leader- ship Questionnaire. The Leadership Quarterly, 14, 261-295. doi: 10.1016/S1048-9843 (03)00030-4

Armstrong, K. J. & Laschinger, H. (2005). Structural empowerment, Magnet hospital characteristics, and patient safety culture: Making the link. Journal of Nursing Care Quality, 21(2), 124-132.

Armstrong, K., Laschinger, H., & Wong, C. (2009). Workplace empowerment and Magnet hospital characteristics as predictors of patient safety climate. Journal of Nursing Quality Care, 24(1), 55-62. doi:10.1097/NCQ.0b013e31818f5506

Avolio, B. J., Bass, B. M., & Jung, D. I. (1999). Re-examining the components of transformational and transactional leadership using the Multifactor Leadership Question- naire. Journal of Occupational and Organizational Psychology, 72, 441-462.

Bass, B. M. (1985). Leadership and performance beyond expectations. New York, NY: Free Press.

Bass, B. M., Avolio, B. J., Jung, D. I., & Berson, Y. (2003). Predicting unit performance by assessing transformational and transactional leadership. Journal of Applied Psychology, 88(2), 207-218. doi:10.1037/0021-9010.88.2.207

Bellack, J. P. & Morjikian, R. L. (2005). The RWJ executive nurse fellows program, part 2. Journal of Nursing Administration, (35)12, 533-540.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

Brady-Schwartz, D. C. (2005). Further evidence on the magnet recognition program: Implications for nursing leaders. Journal of Nursing Administration, 35(9), 397- 403.

Children’s Hospital of Pittsburgh of UPMC. (2011). About Children’s. Retrieved from http://www.chp.edu/CHP/about%20childrens

Comried, L. & Titler, M. G. (n.d.). The Iowa model. PowerPoint presentation utilized within the Nursing Evidence-Based Practice Fellowship for Children’s Hospital of Pitts- burgh of UPMC, Pennsylvania.

DeCampli, P., Kirby, K. K., & Baldwin, C. (2010). Beyond the classroom to coaching: Preparing new nurse managers. Critical Care Nursing Quarterly, 33(2), 132-137.

Failla, K. R. & Stichler, J. F. (2008). Manager and staff perceptions of the manager’s leadership style. Journal of Nursing Administration, 38(11), 480-487.

Fralic, M. F., & Morjikian, R. L. (2006). The RWJ executive nurse fellows program, part 3. Journal of Nursing Administration, (36)2, 96-102.

Gardner, B. D. (2010). Improve RN retention through transformational leadership styles. Nursing Management, August, 2008, 8-12. doi:10.1097/01.NUMA.0000384003.09214.ed

Gowen, C. R., Henagan, S. C., & McFadden, K. L. (2009). Knowledge management as a mediator for the efficacy of transformational leadership and quality management initiatives in U.S. health care. Heath Care Management REVIEW, April-June 2009, 129- 140.

Havens, D. S. & Johnson, M. A. (2004). Achieving Magnet hospital recognition: Chief nurse executives and Magnet coordinators tell their stories. Journal of Nursing Administration, 34(12), 579-588.

Hinkin, T. R. & Schriesheim, C. A. (2008). A theoretical and empirical examination of the transactional and non-leadership dimensions of the Multifactor Leadership Question- naire (MLQ). The Leadership Quarterly, 19, 501-513. doi: 10.1016/j.leaqua.2008.07.001

Jarski, L. M. (1991). Administrative fellowship: A bridge to success. Journal of Nursing Administration, 21(3), 28-31.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

Kanste, O., Miettunen, J., & Kyngas, H. (2006). Psychometric properties of the Multifactor Leadership Questionnaire among nurses. Journal of Advanced Nursing, 57 (2), 201-212. doi: 10.1111/j.1365-2648.2006.04100.x

Kearney, E. & Gebert, D. (2009). Managing diversity and enhancing team outcomes: The promise of transformational leadership. Journal of Applied Psychology, 94(1), 77- 89. doi:10.1037/a0013077

Laschinger, H. K., & Leiter, M. P. (2009). The impact of nursing work environments on patient safety outcomes. Journal of Nursing Administration, 36(5), 259-267.

Leach, L.S. (2005). Nurse executive transformational leadership and organizational commitment. Journal of Nursing Administration, 35(5), 228-237.

MacMillan-Finlayson, S. (2010). Competency development for nurse executives: Meeting the challenge. Journal of Nursing Administration, 40(6), 254-257.

Mahaffey, T. L., Kaplan, T., & Triolo, P. K. (1998). A nursing fellowship: Building leadership skills. Nursing Management, 29(3), 30-32.

McGuire, E. & Kennerly, S. M. (2006). Nurse managers as transformational and transactional leaders. Nursing Economics, 24(4), 179-185.

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare (2nd ed.). Philadelphia, PA: Lippincott Williams & Wilkins.

Mind Garden®. (2009). Multifactor Leadership Questionnaire. Retrieved from http://www.mindgarden.com/products/mlq.htm

Morjikian, R., & Bellack, J. (2005). The RWJ executive nurse fellows program, part 1. Journal of Nursing Administration, 35(10), 431-438.

Murphy, L. (2005). Transformational leadership: A cascading chain reaction. Journal of Nursing Management, (13) 128-136.

National Database of Nursing Quality Indicatorsâ (NDNQIâ). 2010. National Database of Nursing Quality Indicatorsâ. Retrieved from https://www.nursingquality.org/

Porter-O’Grady, T. (1992). Transformational leadership in an age of chaos. Nursing Administration Quarterly, 17(1), 17-24. 50

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

Riggio, R. E. & Lee, J. (2007). Emotional and interpersonal competencies and leader development. Human Resource Management Review, 17(2007), 418-426. doi:10.01016/ j.hrmr.2007.08.008

Schmalenberg, C. & Kramer, M. (2008). Essentials of a productive nurse work environment. Nursing Research, 57(1), 2-13.

Shellner, P. (2007). E-learning answers: real-time nurse manager orientation: New curriculum offers nurses instant access to training. Nursing Management, IT Solutions, September 2007, 10-14.

Sherrod, D., McKesson, T., & Mumford, M. (2010). Are you prepared for data-driven decision-making? Nursing Management, May 2010, 51-54.

Spinelli, R. J. (2006). The applicability of Bass’s model of transformational, transactional, and laissez-faire leadership in the hospital administrative environment. Hospital Topics: Research and Perspectives on Healthcare, 84(2), 11-18.

Stone, P. W., Mooney-Kane, C., Larson, E. L., Horan, T., Glance, L. G., Zwanziger, J., & Dick, A. W. (2007). Nurse working conditions and patient safety outcomes. Medical Care, 45(6), 571-578.

Taylor, H. A., Greene, B. R., & Filerman, G. L. (2010). A conceptual model for transformational clinical leadership within primary care group practice. Journal of Ambulatory Care Manage, 33(2), 97-107.

Titler, M. G., Kleiber, C., Steelman, V., Rakel, B., Budreau, G., Everett, L. Q., Buckwal- ter, K. C., Tripp-Reimer, T., & Goode C. (2001). The Iowa Model of Evidence-Based Practice to Promote Quality Care. Critical Care Nursing Clinics of North America, 13 (4),497-509.

University of Iowa Hospitals and Clinics (UIHC). (2010). The IOWA model of evidence- based practice. Retrieved from http://www.uihealthcare.com/depts/nursing/rqom/ evidencebasedpractice/iowamodel.html

University of Pittsburgh. (n.d.). IRB exempt research. Institutional Review Board. Re- trieved from http://www.irb.pitt.edu/exempt/edstrat.htm

University of Pittsburgh. (2009). OSIRIS. Institutional Review Board. Retrieved from http://www.irb.pitt.edu/OSIRIS/ 51

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Bibliography

Upenieks, V. V. (2003). What constitutes effective leadership? Perceptions of magnet and nonmagnet nurse leaders. Journal of Nursing Administration, 33(9), 456-467.

Upenieks, V. V. & Sitterding, M. (2008). Achieving Magnet re-designation: A framework for cultural change. Journal of Nursing Administration, 38(10), 419- 428.

Welford, C. (2002). Transformational leadership in nursing: matching theory to practice. Nursing Management, 9(4), 7-11.

Wolf, G., Bradle, J., & Nelson, G. (2005). Bridging the strategic leadership gap. Journal of Nursing Administration, 35(2), 54-60.

Wolf, G., Triolo, P., & Ponte, P. R. (2008). Magnet recognition program: The next generation. Journal of Nursing Administration, 38(4), 200-208.

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Didactic Classroom Schedules

The development of the nursing leadership fellowship was based on core competencies determined by the AONE for nurse executives and the organizational and health system nurse leader competencies (Morjikian & Bellack, 2005; Bellack & Morjikian, 2005; AONE, 2005; Fralic & Morjikian, 2006). Education is an important component to provide to the group of fellows (Mahaffey et al., 1998; Mor- jikian & Bellack, 2005; Bellack & Morjikian, 2005). The education plan involves a variety of topics and methods to assist leaders in becoming transformational leaders to foster environments rich in staff empowerment (Armstrong & Laschinger, 2005; McGuire & Kennerly, 2006; Failla & Stichler, 2008; Armstrong et al., 2009).

Contained in This Section:  Didactic Classroom Schedules

Nursing Leadership Fellowship Fellowship Coursework: Classroom:

7:00am—7:45am

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Appendices

Leadership development is an on-going and continuous process. Please utilize these resources and materials to further build upon the foundation built during the Nursing Leadership Fellowship.

Contained in This Section:  Forms - Goal Setting - Advisor Progress Report - Fellowship Shadowing Report - Fellow Journaling Pages - Enrichment Experience  Articles/References - AONE Nurse Executive Competencies - Nursing Professional Organizations Listing - Journal Club Articles  Classroom Handouts

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Goal Setting Goal-setting is a powerful exercise. When you write down your plans, they have a way of becoming reality. This goal-setting worksheet will help you define what’s important to you and what you hope to accomplish during the Nursing Leadership Fellowship. Long-Term Goals (10 years): ______Short-Term Goals (five years): ______Immediate Goals (six months to one year): ______What’s Most Important? List your three most important goals: 1. ______2. ______3. ______What Could Get in My Way? List some obstacles to accomplishing your goals: ______What Actions Do I Take to Meet My Goals? What resources will you need? ______How can you overcome obstacles? ______Who Can Help Me? List family members, friends and coworkers who can help you meet your goals: ______When Do I Start? Write down a kickoff date for taking action. Indicate when you hope to accomplish the goal: Start Date End Date ______

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Advisor Progress Report To be completed by the advisor. Instructions: Please complete the following form, list the goal(s) for the previous month and indicate whether the goal(s) is met each month. In addition, please list any new goals for the upcoming month.

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

This Month’s Goals Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. Provide suggestions for the fellow to focus on. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Last Month’s Goals

Objective Success Metric Goal Date Completed 1 Yes / No

2 Yes / No 3 Yes / No Comments on last month’s progress: ______

Objective Success Metric Goal Date 1

2 3

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Fellow Shadowing Report To be completed by the fellow. Instructions: Please complete the following form, list the activities for the day’s shadowing experience and indicate any new activities for the upcoming shadowing experiences.

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

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Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC

Fellow Name: Date of Shadowing Experience: Advisor Name: Date of the Next Shadowing Experience: Activities Experienced During Today’s Shadowing

Activity Contact Person Date of Activity 1

2 3 4 5

Comment on the Activities Attended: ______

Activities the Fellow Would Like to Experience

Activity Contact Person Date of Activity 1

2 3

Shadowing Experience Feedback Instructions: Utilize this section to provide comments related to leadership growth and development. ______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Fellow Journaling Page To be completed by the fellow. Write about when you could have been a better leader. Identify what you could do differently or work on to become a better leader.

______

Write about a situation when you demonstrated one of the transformational leadership characteristics. Intellectual Stimulation, Inspirational Motivation, Individualized Consideration, Idealized Influence

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C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Enrichment Experience To be completed by the fellow. Identify the following components demonstrated during your enrichment activity.

Leadership Styles ______

______

Unofficial Leaders ______

______

How was conflict resolved. ______

______

What other roles do members take on (dissenter, scapegoat, etc.)

______

______How does the leader re-focus the team? ______

______

How does the leaders’ style match your style? What is “like me,” and what is “not like me?” ______

______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Enrichment Experience To be completed by the fellow. Identify the following components demonstrated during your enrichment activity.

Leadership Styles ______

______

Unofficial Leaders ______

______

How was conflict resolved. ______

______

What other roles do members take on (dissenter, scapegoat, etc.)

______

______How does the leader re-focus the team? ______

______

How does the leaders’ style match your style? What is “like me,” and what is “not like me?” ______

______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Enrichment Experience To be completed by the fellow. Identify the following components demonstrated during your enrichment activity.

Leadership Styles ______

______

Unofficial Leaders ______

______

How was conflict resolved. ______

______

What other roles do members take on (dissenter, scapegoat, etc.)

______

______How does the leader re-focus the team? ______

______

How does the leaders’ style match your style? What is “like me,” and what is “not like me?” ______

______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Enrichment Experience To be completed by the fellow. Identify the following components demonstrated during your enrichment activity.

Leadership Styles ______

______

Unofficial Leaders ______

______

How was conflict resolved. ______

______

What other roles do members take on (dissenter, scapegoat, etc.)

______

______How does the leader re-focus the team? ______

______

How does the leaders’ style match your style? What is “like me,” and what is “not like me?” ______

______

C HILDREN’ S H OSPITAL OF P ITTSBURGH OF UPMC Enrichment Experience To be completed by the fellow. Identify the following components demonstrated during your enrichment activity.

Leadership Styles ______

______

Unofficial Leaders ______

______

How was conflict resolved. ______

______

What other roles do members take on (dissenter, scapegoat, etc.)

______

______How does the leader re-focus the team? ______

______

How does the leaders’ style match your style? What is “like me,” and what is “not like me?” ______

______