Nurse 730 Practicum Proposal Plan - Nursing Portfolio



Nurse 730 Practicum Proposal Plan

Cheryl Miller

Ferris State University

Abstract

This practicum proposal plan describes the intended goals, objectives, and activities to be completed during the 2014 summer semester at Ferris State University. This graduate student nurse will join Mrs. Christa Kiessel MSN, ANP, APRN-BC and a multidisciplinary team of physicians, nurses, radiology technicians, pathologists, and directors to establish a formal Breast Center at Munson Medical Center. The aim of this center is to integrate and streamline breast care delivery. Breast Center project goals include writing a formal business plan, establishing a breast program leadership (BPL) team, reviewing accreditation standards, achieving accreditation, establishing bylaws, developing a formal budget, and more. This nursing leadership practical experience will provide insight and understanding of integrated care delivery. The ways in which nursing administrative leaders contribute to effective health care delivery will also be evident. Furthermore, this experience will provide this student an opportunity to apply nursing theory and integrate two Standards of Professional Performance, Standard 7: Quality and Standard 11: Collaboration, as outlined by the American Nurses Association (ANA) (2009). The following discussion acknowledges the need for integrated cancer care delivery in northern Michigan and describes this student nurse’s education and experience, the proposed setting, proposed timeline, preceptor information, intended goals, and evaluation tools to measure overall success.

Keywords: Breast Center, practicum proposal plan, integrated care delivery

Nurse 730 Practicum Proposal Plan

Rapidly changing health care settings and evolving patient care needs create a unique mix of challenges for nursing administrative leaders. As such, organizational resources must be carefully managed and patient care strategies must be restructured in order for health care institutions to be successful in their mission to provide quality and cost effective care. Quality patient care must be at the center of all nursing leadership decisions (ANA, 2009). A nursing administrative leader has organizational authority and must continually strive for excellence while shaping the health care environment in which they serve (ANA, 2009). Two key aspects of a nursing administrator role are evaluating patient care services and revising organizational systems to support quality patient care delivery. The Institute of Medicine (2010) defines quality patient care as provision of medical services that are appropriate, technically sound, and culturally based with shared decision making between health care professionals.

Achieving quality patient care outcomes is dependent upon knowing the current and future patient care needs of the population being served (ANA, 2009). Insight gained through a community assessment provides leadership guidance. Munson Medical Center (2013) reports that 1,500 patients receive a cancer diagnosis each year and that 20,000 new cancer diagnoses will occur over the next 10 years in the five county regions surrounding northern Michigan. As a result of these findings, organizational efforts are underway for the development of a state of the art cancer center which will integrate care delivery for these patients. A formal breast center is being planned in 2014, as part of this coordinated cancer care delivery system. Diagnostic screening and breast care service delivery across a variety of settings including physician offices, a proposed multi-disciplinary clinic, Munson Medical Center, and some affiliate hospitals is planned. Thompson (2009) finds that benefits of establishing a formal breast center include improved: screening, care delivery, patient outcomes, recruitment of physicians, a patient referral process, and better utilization of services through team efforts and collaboration. The breast center is designed to have multiple specialists available in a single setting so that breast care delivery is better coordinated and expedited. Specialty consultations include oncology, radiology, pathology, general surgery, nurse navigators, social work and more. The patient benefits by not having to travel to multiple appointments and patient care is more efficient.

Planning, developing and implementing an integrated patient care delivery system, such as a formal breast center, is broad in scope. As such, a novice nursing leader can obtain a wide range of learning experiences through interaction with a multi-disciplinary team of health care providers and through achievement of a variety of clinical leadership tasks. These tasks include writing a business proposal, developing breast center bylaws, establishing a formal budget plan, choosing BPL team members, applying and achieving accreditation, and more. In addition, the process of developing a formal breast center requires organizational leadership decisions which directly impact patient care delivery. Therefore, it is a perfect fit for this nursing leadership practical experience. Thus, the purpose of this paper is to present a detailed action plan to build on and ultimately achieve nursing administrative leadership knowledge, skills, and experience through this planned practicum experience and clinical leadership project.

Practicum Project

In conjunction with this planned nursing leadership practicum experience, this graduate student nurse will actively participate in developing a formal breast center business plan, recruit and formalize a breast program leadership team, review the National Accreditation Program for Breast Center (NAPBC) accreditation standards by the American College of Surgeons (ACS) (2013), assist in application of NAPBC accreditation, assist in the formation and approval of breast center bylaws, assist in the development a formal budget, and more. Clinical project tasks will be collaboratively chosen with direction from Mrs. Kiessel, my project preceptor and leadership mentor. Breast center team members will include directors, physicians, pathologists, nurses, radiologist, social work, and others. Porter-O’Grady (2011) finds that partnering with other health care professionals to coordinate patient care practices helps to ensure quality care, increased access to services and increased value. The Institute of Medicine (IOM) (2010) finds that nursing leadership must partner with other health care leaders to collaboratively plan, establish goals, and continually evaluate efforts in order to ensure safe and effective patient care practices (IOM, 2010). Participation in this clinical project and leadership practicum plan will foster attainment of knowledge related to the role of nursing administrative leadership, integrated care delivery systems, and the promotion of quality breast care. Careful assessment, planning, and collaboration are key leadership skills which will be utilized to promote successful achievement of project goals. Wagner et al., (2013) finds that cancer care systems are often fragmented, resulting in lack of coordinated care delivery, increased costs, care delays, and inadequate social support. These identified barriers provide crucial evidence of the need to integrate breast care delivery and streamline patient care.

As such, it is the goal of this graduate nursing student to utilize past academic knowledge of a Bachelors of Nursing Degree and Masters level nursing classes to guide in the planning, development, and implementation of this nursing leadership practicum experience. Masters level classes include knowledge of health care delivery, advanced nursing roles, leadership practices, nursing theory and research, and project management. In addition, this graduate student nurse has over twenty years of experience in acute care setting in medical surgical care, cardiology, shift coordination, nursing administrative supervision, transfer coordination, and more. This academic knowledge base and nursing experience provide a solid foundation from which to base nursing practice decisions. However, limited leadership experience and limited knowledge of the out-patient medical care arena is an area of weakness. As a result, this graduate nursing student is considered a novice nursing leader.

Through this planned practical experience, this graduate student nurse seeks to gain nursing leadership knowledge, skills, experience, and confidence by actively participating in the planning, development, and implementation of a formal breast center program at Munson Medical Center. MacPhee, Chang, Lee and Spiri (2013) find that a collective leadership approach, rather than an individual approach is best when managing complex health care challenges in diverse settings. Therefore, this student nurse will be working collectively with Mrs. Kiessel to achieve breast center project goals. This practical leadership plan will prepare this graduate student nurse for the advanced specialty role of nursing administration through attainment of increased knowledge of breast care service delivery, mentorship with senior nursing leaders, and active participation in one or more of the following project goals: achieving NAPBC accreditation by the ACS (2013), developing breast center bylaws, writing a formal business plan, developing a formalized budget, collecting breast center data, standardizing breast care practices, and more. In addition, Standard 7: Quality of Practice and Standard 11: Collaboration, as outlined by the ANA (2009) in the Nursing Administration: Scope and Standards of Practice, will be integrated during implementation of this clinical project. Additional knowledge related to NAPBC accreditation standards, breast center bylaws, standardized breast care practice, data collection, case review, and budget development will be attained. Professional growth through mentorship, role modeling, sharing information and feedback, participating in the review of breast care practices across the out-patient and in-patient setting, promoting collaborative communication with a multi-disciplinary health care team, and developing a greater self-awareness of student leadership strengths and weaknesses is planned. These actions are consistent with core competencies outlined for leadership directors at Munson Medical Center (2013) which includes relationship building across professional levels to promote quality care outcomes, promoting collaborative communication through engagement, and identifying opportunities for self-improvement.

Setting

The setting for this nursing leadership practicum experience will be Munson Medical Center, a magnet designated, non-profit, 391 bed acute care hospital and regional referral center located in northern Michigan. Munson Medical Center serves the medical needs of residents living in 22 surrounding counties and is dedicated to providing superior and quality patient care services (Munson, 2013). The need for an integrated cancer care center has been identified as a critical need for residents of northern Michigan (Munson, 2013). Munson Medical Center is planning a state of the art cancer center which will include Stereotactic Radiosurgery (SRS) equipment, expansion of the infusion clinic, and a more coordinated approach to providing cancer care services across affiliate settings, physician offices, a multi-disciplinary clinic, and Munson Medical Center (Munson, 2013). This graduate student nurse will be participating in a variety of multi-disciplinary meetings at several locations within the Munson Medical Center campus including the Lung Clinic, the Smith Family Breast Center, the REMEC Center, the Administrative Boardroom, Mrs. Kiessel’s office, Mrs. Garthe’s office, and more. Key leaders include nurses, oncologists, general surgeons, radiologists, pathologists, social work, informatics, and hospital administration.

Practicum Goals

The goals of this nursing leadership practicum experience are to foster professional leadership growth through the attainment of knowledge, skills, and experience and develop into the advanced specialty role of nursing administration by integrating Standard 7: Quality of Practice and Standard 11: Collaboration as outlined by the ANA (2009) during the 2014 summer semester at Ferris State University. This graduate student nurse will be mentored by Mrs. Kiessel MSN, ANP, APRN-BC, and Interim Oncology Service Line Director, who is responsible to plan, develop and implement a formal breast center at Munson Medical Center. MacPhee, Chang, Lee and Spiri (2013) suggest that leadership development is enhanced by learning along with others and results in greater innovative thinking, a systems level approach to problem solving, personal empowerment, self-confidence, and relationship building. Frankel (2009) also finds that a mentoring relationship offers increased self-esteem, emotional support, and increased confidence through the attainment of new knowledge, skills and experience. Other important aspects include documenting what is being learned, discovering strengths and weaknesses, role modeling, coaching, and future goal development (Frankel, 2009). These principles will be utilized in this synthesis of this practical leadership plan.

Practicum Objectives

The following objectives support this graduate student nurse’s professional goals to gain leadership knowledge, skill, and experience during the 2014 summer semester at Ferris State University. The first planned objective is to increase personal confidence through mentorship and collaboration with Mrs. Kiessel. As a novice nursing leader, mentorship with an experienced nursing leader allows for the practice of leadership skills within a safe and supportive environment, role modeling, coaching, and feedback. This mentoring relationship fosters learning by reducing fear or the risk of failure. Frankel (2009) finds that nursing leadership is responsible to guide novice leaders, share their wisdom, and enhance the practice environment. Sharing ideas and offering feedback at BPL meetings, basecamp activities, weekly preceptor meetings, and the multi-disciplinary lung clinic will allow for team building, collaboration, and effective decision making. Hands on participation in attainment of breast center project goals will lead to increased leadership knowledge, skills, and experience. Furthermore, Janes (2008) finds that nursing mentorship leads to a greater self-awareness and increased willingness to learn from one’s mistakes. This allows for personal growth. The second planned objective is to seek knowledge though research of breast care practices and nursing leadership practices to build upon my current knowledge base. This will foster student learning, professional growth, and credibility as a breast center team member. Having a solid base level of knowledge related to breast care delivery will enhance the ability to participate in team decision making and project goal delivery. The third planned objective is to seek professional development through attendance of webinars, breast care conferences, or other educational opportunities. In doing so, this will contribute to my understanding of the current trends and challenges within integrated breast care delivery, as well as, possible leadership strategies to overcome them. Education is an ongoing expectation of being a professional nursing leader. The fourth planned objective is to integrate Standard 7: Quality of Practice (ANA, 2009) by participating in assessment of breast care delivery in conjunction with Mrs. Kiessel and BPL leadership staff. Enhancing quality care delivery is a primary responsibility of a nursing administrative leader (ANA, 2009). Knowledge of the breast care practice environment along with knowledge of NAPBC accreditation standards will guide leadership team decisions targeted upon standardizing and optimizing breast care service delivery. Tzenalis and Sotiriadou (2010) find that health promotion requires a team effort, collaboration, and a sharing of knowledge and skills. The complex nature of health care delivery demands partnership and teamwork. The last planned leadership objective is to integrate Standard 11: Collaboration which is crucial toward successful achievement of breast center goals. Ongoing communication with a multidisciplinary team is a major component of this clinical project and practicum experience. Tzenalis and Sotiriadou (2010) state that multi-disciplinary collaboration results in improvements to standards of care, greater team accountability, and greater team satisfaction. Communication with Mrs. Kiessel and BPL team members using Watson’s (2008) Philosophy of Science and Caring principles will promote effective team building, trust, and sharing of information. Jean Watson's Philosophy and Science of Caring (2008) principles will serve foster collaboration, mutual respect, and open communication. Developing a helping trusting relationship and being authentically present in a learning environment can foster mutual understanding and trust according to Watson (2008). The benefit of sharing information with colleagues is that new ideas or solutions may come to light which could foster achievement of breast center project goals.

Practicum Preceptor

I have obtained verbal and written permission from the following preceptors for this practicum experience. Mrs. Christa Kiessel, MSN, ANP, APRN-BC, Interim Oncology Service Line Director, who will be leading efforts to develop and implement a formalized breast center in Traverse City, Michigan. The intention of this project is to coordinate breast care services between Munson Medical Center, its affiliate hospitals, and out-patient settings in order to streamline and improve patient care. These plans complement work already underway for a future, state of the art cancer center at Munson Medical Center. Mrs. Kiessel has worked as an oncology nurse practitioner at Munson Medical Center with a primary responsibility to develop, coordinate, and care for patients at the Cancer Genetics Clinic (Munson Medical Center Intercom, 2014). She is currently responsible for the development of clinical programs and processes to enhance quality patient care services related to oncology services (Munson Medical Center Intercom, 2014). This is Mrs. Kiessel’s first preceptor experience, so she will be working under the expert guidance of Mrs. Kathy Garthe, MSN, Administrator and Outreach Coordinator at Munson Medical Center. Mrs. Garthe has over 20 years of nursing administrative leadership experience and has served as a preceptor to 12 other Master’s Degree nursing students. I have worked indirectly with Mrs. Garthe for seven years and she is highly motivated, energetic, and professional. She is an excellent role model and nursing leader.

Practicum Role and Activities

This graduate student nurse’s role during this 2014 leadership practicum experience is to actively partner with Mrs. Kiessel, MSN, ANP, APRN-BC and the multi-disciplinary breast center team to achieve one or more of the following ideals: NAPBC (2013) accreditation of the breast center, establishment of a formalized budget, standardization of breast center services, development of breast center bylaws, breast center data collection, and more. Furthermore, my role will be one of learner and novice nursing leader who will be seeking knowledge through mentorship and role modeling experiences. This mentorship, along with the proposed clinical project goals, supports the attainment of nursing administrative leadership knowledge, skills, and experience. Frankel (2009) finds that the role of mentorship fosters development of new skills, boosts confidence, and allows for discovery of leadership strengths and weaknesses. Other important aspects of an effective mentorship role include open communication and free exchange of ideas (Frankel, 2009). Therefore, collaborative and open communication will be utilized throughout this practicum experience plan. Planned participation in the development of a formal written business plan, establishment of breast center bylaws, achievement of NAPBC accreditation, and formalization of a budget will provide this graduate student nurse hands on leadership experience. Additional planned leadership activities include joint attendance and participation in BPL meetings, breast center basecamp discussions, one on one preceptor meetings, and attendance and participation in the multi-disciplinary breast clinics to foster further leadership understanding necessary for achievement of breast center project goals. Next, planned leadership activities to seek information through literature research support the ability to actively partner with the breast center leadership team. A literature reference list and bibliography will be compiled by May 2014 for ease of use. Literature will be reviewed for relevance toward integrating breast care delivery and nursing leadership. The next planned leadership activity supports the attainment of knowledge through attendance of webinars, workshops or breast center conferences by July 2014. Doing so, increases knowledge base related to breast care service delivery and integration of care. In addition, this graduate student nurse plans to attend weekly preceptor meetings with Mrs. Kiessel to seek insight and further leadership knowledge, skills, and experience. Lastly, leadership activities to integrate Standard 7: Quality of Practice and Standard 11: Collaboration is planned. Standard 7: Quality Of Practice includes nursing administrative leadership activities to promote enhancement of care delivery through credentialing, standards, regulations and development of policies, procedures and guidelines aimed toward improving breast care (ANA, 2009). Achieving NAPBC accreditation is a planned goal of the breast center which will help to standardize and optimize breast care service delivery. Planned leadership activities to attend and participate in weekly and monthly BPL meetings, multi-disciplinary clinic, and basecamp agenda meetings to plan, develop, and implement breast center goals support quality of practice through policy and procedural development according to NAPBC guidelines for practice. Lastly, Standard 11: Collaboration, in which health care professionals share information, document plans, and seek feedback in order to enhance health care delivery (ANA, 2009) will be integrated. Ongoing communication with a multidisciplinary team is a major component of this practicum experience plan. This is evidenced by the necessity to meet regularly in order to formalize decisions. Jean Watson's Philosophy and Science of Caring (2008) principles will serve as a guideline for communication and collaboration with multidisciplinary team members in order to foster relationship building, support mutual respect, and gain a critical understanding of the unique needs of each medical setting in which breast services take place.

Proposed Date & Timeline

The timeline for this graduate nursing practicum experience will be May 20, 2014 through August 13, 2014. A practicum planning guide outlines the major goals, objectives and activities to be completed during June, July and August 2014 and is included in Appendix A. The overall success of the practicum experience will be determined by performing a graduate student nurse self-assessment evaluation, and through verbal and written feedback from practicum preceptors. Agency approval has been granted in writing via Mrs. Kathy Garthe, MSN on behalf of Munson Medical Center. A copy is included in Appendix B.

Evaluation Tool

This graduate student nurse plans to gauge the success of this practicum experience through the use of a self-assessment tool along with direct verbal and written feedback from my practicum preceptors by August 15th, 2014. Self-assessment of my nursing leadership will be based upon gained knowledge of breast care service delivery in order to promote quality care services and upon communication and collaboration with the BPL team. These nursing leadership competencies are consistent findings by the American College of Healthcare Executives (ACHE) (2014) which can be organized into 5 crucial domains: communication and relationship management, leadership, professionalism, knowledge of the healthcare environment, business skills, and knowledge. The inherent value of completing a student self-assessment is increased self-awareness through the discovery of personal and professional strengths and weaknesses. The results will guide further reflection and formation of a targeted action plan toward future nursing leadership growth and development. Desjarlais and Smith (2011) found that utilizing self-assessment and critical reflection allows one to gain new information related to personal behaviors, values, knowledge gained or skill level. These literature results support the planned evaluation method for this practicum experience. In addition, utilizing self-assessment to guide nursing leadership practice is also consistent with the guidelines for professional nursing administrative practice, Standard 9: Professional Practice Evaluation which notes the importance of identifying nursing leadership strengths and weaknesses to improve role performance (ANA, 2009). It is hoped that the insights gained through this self-reflective process will be a building block toward professional nursing leadership growth. Gaps in leadership skills or experience will serve as a guideline for future professional development planning. Short and long-term action plans will be formulated based on these findings. These will be shared with Mrs. Kiessel and Mrs. Garthe in order to seek feedback based upon their nursing leadership expertise and knowledge. The planned leadership self-assessment tool is included in Appendix C. Secondly, this graduate student nurse plans to seek verbal and written feedback using a preceptor evaluation tool which is included in Appendix D. The purpose of seeking this feedback is to enhance the teacher and learner role that having a preceptor provides. This graduate student nurse hopes to expand upon nursing leadership strengths and weaknesses through this evaluation process, as well as, to have an opportunity to receive recommendations for leadership practice based upon this exchange of information. Obtaining feedback from nursing colleagues related to professional nursing practice is supported by the ANA (2009) and is an expectation of professional leadership performance. In addition, findings by Frankel (2009) indicate that role mentoring and providing feedback is a key skill for nursing leadership staff. Providing effective and constructive feedback can inspire others toward achievement of new goals and increase self-esteem.

Summary

This practicum learning experience is designed to promote an increased understanding of the nursing administrative leadership role through active participation in the development and implementation of a formalized breast center at Munson Medical Center. The nature of this project requires care coordination between multidisciplinary team members who practice patient care across diverse settings and locations. As such, there will be ample opportunities to integrate nursing administrative practices guidelines, apply current research findings, and utilize nursing theory, gain hands on experience, and work collaboratively with other nursing leaders. It is hoped that this practicum experiential plan will foster my professional growth as a nursing administrative leader and ultimately promote excellent breast care delivery for patients in northern Michigan.

References

American College of Healthcare Executives (2014). ACHE Healthcare Executive Competencies

Assessment Tool. Retrieved from



American College of Surgeons (2013). National Accreditation Program for Breast Centers.

Retrieved from

American Nurses Association (2009). Nursing administration: Scope and standards of practice.

Silver Springs, MD: .

American Nurses Association (2012). The value of nursing care coordination: A white paper of

the American Nurses Association. Retrieved from



Desjarlais, M. & Smith, P. (2011). A comparative analysis of reflection and self assessment.

International Journal of Process Education. Lisle, IL: Pacific Crest.

Frankel, A. (2009). What leadership style should senior nurses develop? Nursing Times

Leadership Supplement. Retrieved from



Institute of Medicine (2010). The future of nursing: Leading change, advancing health.

Retrieved from

Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

Janes, G. (2008). Improving services through leadership development. Nursing Times, 104(13),

58-59. Retrieved from



through-leadership-development.pdf

MacPhee, M., Chang, L., Lee, D. & Spiri, W. (2013). Global healthcare leadership development:

Trends to consider. Journal of Healthcare Leadership, 5, 21-29.

Munson Healthcare Regional Foundation & Paul Oliver Foundation (2013). All hands against

cancer. Retrieved from

Munson Medical Center Intercom (2014, February 6). Connecting with Christa Kiessel, p 1.

Porter-O’Grady, T. (2011). Leadership at all levels. Nursing Management. doi-

10.1097/01.NUMA.0000396347.49552.86

Thompson, D. (2009). Obtaining Breast Center Accreditation: Merging market shares goals with

quality measures. Retrieved from



Tzenalis, A. & Sotiriadou, C. (2010). Health promotion as multi-professional and multi-

disciplinary work. International Journal of Caring Science, 3(2), 49-55.

Wagner, E. H., Ludman, E. J., Aicillo Bowles, E. J., Penfold, R., Reid, R. J., Rutter, C. M. …

McCorkle, R. (2013). Nurse navigators in early cancer care: A randomized, controlled

trial. Journal of Clinical Oncology, 31, 1-8. doi:10.1200/JCO.2013.51.7359

Watson, J. (2008). Nursing: The philosophy and science of caring (Revised ed.) Boulder, CO:

University Press

Appendix A

|Nursing 730 Practicum Proposal Planning Guide |

|The purpose of this practicum is to foster my nursing leadership knowledge, skills, and experience by actively participating in the |

|development of a formal breast program at Munson Medical Center. |

|Goals |Objectives |Activities |Timeline |

|1. Foster professional nursing |1.1 Gain confidence through |1.1a Attend & participate in BPL |1.1a To be completed by July |

|leadership growth through the |mentorship & leadership practice |meeting activities and goals |2014 |

|attainment of knowledge, skills, |with Mrs. Kiessel |1.1b Attend & participate in daily | |

|and experience during the 2014 | |Breast Center Basecamp activities |1.1b To be completed by July |

|summer semester at Ferris State | |1.1c Meet weekly with Mrs. Kiessel to |2014 |

|University. | |review current and future goals, | |

| | |evaluate successes |1.1c To be completed by July |

| | |1.1d Attend & observe breast care |2014 |

| | |delivery at Multi-D clinic bi-weekly | |

| | | |1.1d To be completed by July |

| | | |2014 |

| | | | |

| |1.2 Search literature and other data|1.2a Search CINAHL, PubMed, ERIC, and |1.2a To be completed by July |

| |sources related to administrative |other databases for literature |2014 |

| |leadership & breast care delivery |support. | |

| |and integration. |1.2b Compile literature reference list| |

| | |and bibliography. |1.2b To be completed by July |

| | |1.2c Review literature for relevance |2014 |

| | | | |

| | | |1.2c To be completed by July |

| | | |2014 |

| | | | |

|2. Develop into the advanced |2.1 Participate in professional |2.1a Inquire, schedule & attend |2.1a To be completed by July |

|specialty role of Nursing |development opportunities/education |webinars, workshops, or breast care |2014 |

|Administration by integrating two| |conferences | |

|or more Standards of Professional| |2.1b Review & participate in the |2.1b To be completed by July |

|Performance (ANA, 2009) during | |NAPBC certification, process |2014 |

|2014 summer semester at Ferris | |2.1c Review & participate in | |

|State University. | |development of breast center bylaws | |

| | |2.1d Participate in the development of|2.1c To be completed by July |

| | |a formal budgetary plan |2014 |

| | |2.1e Participate in the review and | |

| | |development of standardized care | |

| | |practices to ensure NAPBC compliance |2.1d To be completed by July |

| | |2.1f Participate in review of breast |2014 |

| | |center case review and data collection| |

| | | |2.1e To be completed by July |

| | | |2014 |

| | | | |

| | | | |

| | | | |

| | | |2.1f To be completed by July |

| | | |2014 |

|Standard 7: Quality of Practice |2.2 Standard 7: Quality of Practice |2.2 a Attend & participate in |2.2a To be completed by July |

| |Actively assess breast care service |weekly/monthly BPL meetings, |2014 |

| |delivery across the acute care and |multi-disciplinary clinic meetings, | |

| |out-patient settings in conjunction |Breast Center Basecamp agenda/action | |

| |with BPL leadership team |plans | |

| | | | |

| | |2.2b Participate in the review and | |

| | |evaluation of quality measures for |2.2b To be completed by July |

| | |breast care services |2014 |

| | |2.2c Participate in the development | |

| | |and implementation of standardized | |

| | |care practices for breast care |2.2c To be completed by July |

| | |delivery |2014 |

| | | | |

|Standard 11: Collaboration |2.3 Standard 11: Collaboration |2.3a Engage in communication with BPL |2.3a To be completed by end of |

| |Actively communicate with Mrs. |team members weekly re breast center |July 2014 |

| |Kiessel & BPL team members using |agenda, project goals, and action | |

| |Watson’s Philosophy of Science & |plans | |

| |Caring Principles (2008) to promote |2.3b Participate/communicate online |2.3b To be completed by end of |

| |relationship building, information |with Basecamp team members re breast |July 2014 |

| |sharing, and feedback |center agenda, project goals, and | |

| | |action plan | |

| | |2.3b Collaborate and communicate with |2.3b To be completed by end of |

| | |Mrs. Kiessel weekly to revise, assess,|July 2014 |

| | |and plan future breast center project | |

| | |goals | |

Appendix B

[pic]

Appendix C

Nursing Leadership Practicum Experience Self-Assessment Tool

|1. Professional Nursing Administrative Leadership Development: | |

|Attainment of Knowledge, Skills & Experience | |

| | |

|a. Knowledge gained r/t breast care service delivery and integration: | |

| |Met _____ Not Met _____ |

| | |

| | |

| | |

| | |

|b. Nursing administrative leadership skills gained through active role| |

|participation: | |

| |Met _____ Not Met _____ |

| | |

| | |

| | |

| | |

|c. Nursing administrative leadership experience gained through active | |

|role participation: | |

| |Met _____ Not Met _____ |

| | |

| | |

| | |

|Identified Strengths: | |

| | |

| | |

| | |

|Identified Weaknesses: | |

| | |

| | |

| | |

|Short Term Action Plan: | |

| | |

| | |

| | |

|Long Term Action Plan: | |

| | |

| | |

| | |

|2. Integration of ANA Standard 7: Quality of Practice | |

| | |

| | |

|a. Knowledge obtained through research, attendance of workshops, | |

|webinars, breast care conferences or other avenues increased scope of |Met _____ Not Met _____ |

|understanding r/t integration of breast care services across the acute| |

|care and out-patient settings at Munson Healthcare: | |

| | |

| | |

| | |

| | |

| | |

|b. Application of this knowledge enhanced breast care service delivery| |

|through project goals to achieve accreditation, formation of bylaws, | |

|business plan, formal budget, standardized care practices, data | |

|collection or other: |Met _____ Not Met _____ |

| | |

| | |

| | |

| | |

|Identified Strengths: | |

| | |

| | |

| | |

|Identified Weaknesses: | |

| | |

| | |

| | |

|Short Term Action Plan: | |

| | |

| | |

| | |

|Long Term Action Plan: | |

| | |

| | |

| | |

| | |

| | |

|3. Integration of ANA Standard 11: | |

|Collaboration | |

| |Met _____ Not Met _____ |

| | |

|a. Attended and participated with multidisciplinary team members in | |

|weekly breast center meetings to achieve project goals r/t | |

|accreditation, formation of bylaws, business plan, formal budget, | |

|standardized care practices, data collection or other: | |

| | |

| | |

| | |

| | |

|Identified Strengths: | |

| | |

| | |

| | |

|Identified Weaknesses: | |

| | |

| | |

| | |

|Short Term Action Plan: | |

| | |

| | |

| | |

| | |

|Long Term Action Plan: | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

| | |

Appendix D

Preceptor Assessment Evaluation Tool

Please rate the extent to which Cheryl Miller demonstrated professional nursing leadership principles through active leadership participation in the development of a formalized breast center at Munson Medical Center during the 2014 summer semester at Ferris State University. Practicum experiential goals include professional nursing leadership growth through active participation in assessing breast center care delivery, collaboration with BPL team members to develop project goals and action plans r/t NAPBC accreditation, development of breast center bylaws, formalizing a business plan, formalizing a budget, and more.

1=unsatisfactory 2=needs improvement 3=meets expectations 4=exceeds expectations

|1. Sets clear objectives, goals and milestones to assist in breast | |

|center project activities. | |

|2. Clearly communicates goals and expectations to ensure alignment of | |

|efforts toward breast center project goals. | |

|3. Facilitates communication to enhance dialogue and enhance | |

|professional relationships. | |

|Greatest Strengths | |

|Greatest Weaknesses | |

|Recommendations/Suggestions to assist Cheryl in her continued | |

|leadership growth | |

| | |

Bibliography

American College of Healthcare Executives (2014). ACHE Healthcare Executive Competencies

Assessment Tool. Retrieved from



American College of Surgeons (2013). National Accreditation Program For Breast Centers.

Retrieved from

American Nurses Association (2009). Nursing administration scope and standards of practice.

Silver Springs, MD: .

American Nurses Association (2012). The value of nursing care coordination: A white paper of

the American Nurses Association. Retrieved from



Bond, S. M. (2010). Crossing the threshold of cancer and aging: Integrating gerontological

and oncological nursing knowledge and skills. Journal of Gerontological Nursing,

36(2), 3-4. doi:10.3928/00989134-20100108-04

Desjarlais, M. & Smith, P. (2011). A comparative analysis of reflection and self assessment.

International Journal of Process Education. Lisle, IL: Pacific Crest.

Frankel, A. (2009). What leadership style should senior nurses develop? Nursing Times

Leadership Supplement. Retrieved from



Glickman, S. W., Baggett, K. A., Krubert, C. G., Peterson, E. D & Schulman, K. A. (2007).

Promoting quality: The health-care organization from a management perspective.

International Journal for Quality in Health Care, 19(6), 341-348.

Greer, J. A., Jackson, V. A., Meier, D. E. & Temel, J. S. (2013). Early integration of palliative

care services with standard oncology care for patients with advanced cancer. CA: A

Cancer Journal for Clinicians, 63, 349- 363. doi/10.3322/caac.21192

Havens, D. S., Vasey J., Gittell, J. H. & Lin, W. (2010). Relational coordination among nurses

and other providers: Impact on the quality of patient care. Journal of Nursing

Management, 18, 926-937. doi: 10.1111/j.1365-2834.2010.01138.x

Janes, G. (2008). Improving services through leadership development. Nursing Times, 104(13),

58-59. Retrieved from



through-leadership-development.pdf

Institute of Medicine (2010). The future of nursing: Leading change, advancing health.

Retrieved from

Nursing/Future%20of%20Nursing%202010%20Recommendations.pdf

MacPhee, M., Chang, L., Lee, D. & Spiri, W. (2013). Global healthcare leadership development:

Trends to consider. Journal of Healthcare Leadership, 5, 21-29.

Munson Healthcare Regional Foundation & Paul Oliver Foundation (2013). All hands against

cancer. Retrieved from

Porter-O’Grady, T. (2011). Leadership at all levels. Nursing Management. doi-

10.1097/01.NUMA.0000396347.49552.86

Practice Pro Munson Healthcare (2013). The Cowell family cancer center: Cancer treatment

close to home. Retrieved from



%202013.pdf

Pritchard-Jones, K. (2013). How clinicians are driving innovation in cancer care. Health Service

Journal, 1-5.

Thompson, D. (2009). Obtaining Breast Center Accreditation: Merging market shares goals with

quality measures. Retrieved from



Tonges, M. & Joel, R. (2011). Translating caring theory into practice: The Carolina care model.

The Journal of Nursing Administration, 41(9), 374-381.

Tzenalis, A. & Sotiriadou, C. (2010). Health promotion as multi-professional and multi-

disciplinary work. International Journal of Caring Science, 3(2), 49-55.

Wagner, E. H., Ludman, E. J., Aicillo Bowles, E. J., Penfold, R., Reid, R. J., Rutter, C. M. …

McCorkle, R. (2013). Nurse navigators in early cancer care: A randomized, controlled

trial. Journal of Clinical Oncology, 31, 1-8. doi:10.1200/JCO.2013.51.7359

Watson, J. (2008). Nursing: The philosophy and science of caring (Revised ed.) Boulder, CO:

University Press

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download