Paper
Tuesday, November 6, 2007

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This presentation is part of : Models for Leadership Education
Health Services Leadership Education: A New Model for Program Development
Mary S. Tilbury, EdD, RN, CNAA, BC, Health Services Leadership and Management, University of Maryland, School of Nursing, Baltimore, MD, USA and Joseph R. Proulx, EdD, RN, Health Services Leadership and Management, University of Maryland, Schooll of Nursing, Baltimore, MD, USA.
Learning Objective #1: Identify key curricular components that served as foundational elements for the development of a new model for nursing leadership education.
Learning Objective #2: Describe the programmatic model used to formulate eight concentration areas and positioned the school to receive a 1.3 million grant for leadership and management students.
Change, challenge and opportunity are the order of the day in the healthcare system.  The need for skilled and knowledgeable nursing leaders has never been greater. The purpose of this presentation is to describe how one graduate program in nursing administration pro-actively addressed market needs, educational standards, and student preferences to address these needs.

Using the school’s strategic plan as a guide, the program area faculty engaged in a planning process designed to yield a more realistic and relevant program of study.  A model was devised to serve as a framework for re-development; the program area was re-named; and, 8 leadership and management study focus areas were recognized and developed.

 

Building on the graduate program’s core curriculum, faculty identified fundamental leadership and management content in organizational theory, healthcare finance, and information technology for all program area students.  Four functional, 2 clinical, and 2 dual degree areas of concentration were formulated in response to identified needs within the region.

 

Programmatic outcomes have exceeded faculty expectations; substantial increases in enrollment; improved student satisfaction; and, enhanced market visibility realized.  Collaborative intradisciplinary relationships, as well as focused interdisciplinary programs in law and business have been initiated.  The presentation concludes with a definitive explanation of how this curriculum model served as the basis for a successful 1.1 million grant application designed to provide an increased number of clinical instructors for generic nursing education.

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See more of The 39th Biennial Convention (November 3 -- 7, 2007)