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Incorporating Microsystem Leadership Concepts for Undergraduate Nursing Students

Primary Author: Chito A. Belchez, MSN, RN-BC  
Co-Principal Investigators/Collaborators: David Martin, RN, MN
Organization: University of Kansas School of Nursing

 

 

 

Abstract

Purpose

The microsystem is the structural unit responsible for delivering care to specific patient populations or frontline places where patient, families, and care teams meet (2008 AACN Essentials, p. 38). Clinical microsystems are the basic building blocks of all healthcare systems. It is a combination of a small group of people who work together on a regular basis to provide care and the subpopulation of patients who receive that care (Nelson, et. al. 2007). This is the environment where the nurse participates in a broad mixture of direct and indirect patient care delivery. Purpose of this presentation is to demonstrate how KU School of Nursing transformed the traditional leadership and management curricula within nursing education and integrating the principles of system leadership and elements of a healthy work environment in the System Leadership course. Presentation will also explore how the course was design using the Dobanedian framework.

Background

Much of the concepts in leadership and management courses developed for undergraduate nursing education program have focus on identified number of personal skills deemed to be essential for students to learn in the context of nursing leadership. These skills primarily relates to personal trait and qualities that identify students’ self-knowledge, communication skills, risk taking and keeping informed as strong leadership skills needed to be successful in practice setting . What lacking is the concept and components of system leadership and how a nurse must have the awareness of the structures, processes and outcomes present in a microsystem (unit) within the backdrop of a healthy work environment.

Materials & Methods

1) Using Team Based Learning approach in a microsystem course. 2) Team classroom activity and synchronous team discussions. 3) Integration of technology and evidence based practice in traditional classroom setting. 4) Integration and application of quality improvement process in the microsystem course. 5) Rapid Feedback

Results

1) Team based learning promote active learning and engagement of students in the classroom. 2) Technology allowed students to integrate evidence based in Discussion Board. 3) Students developed innovative approach of using Social Media tools in classroom discussion. 4)  Understanding how the elements of healthy work environment impact quality outcomes.  5) Exposed students to practice based initiatives that improve patient outcomes.

Conclusion

By teaching the microsystem course: Students: Raised awareness of what it takes to have a healthy work environment, armed students with language to communicate patient needs in the practice setting to the interprofessional team, exposed students to practice based initiatives that improve patient outcomes, and enhanced the skill set of nursing students to meet the role of the professional generalist nurse. Faculty: Appreciate the integration of the CCNE Essentials into the microsystem course, recognition of the concepts involved in teaching a microsystem course to undergraduate nursing students, and understanding of how the content was built and how it can enrich an undergraduate nursing curriculum.

 

Bibliography

  • American Association of Colleges of Nursing. (2008). The Essentials of baccalaureate education for professional nursing practice. Washington, DC: Author.
  • Nelson, E.C., Batalden, P.B., & Godfrey, M.M. (2007). Quality by design: A clinical microsystem approach. Josey-Bass. San Francisco, California. pg. 233.
  • Donabedian, A. (1988). The quality of care: How it can be assessed. Journal of American Medical Association. 260(12). pp. 1743-1748.

© Improvement Science Research Network, 2012

The ISRN published this as received and with permission from the author(s).