NURS D735 Clinical Epidemiology and Statistics: Epidemiology in NursingCourse information | Faculty | Description | Course competencies | Topical Outline |Texts/readings | Teaching strategies | EvaluationCourse information 3 credit hour course [distance accessible] Placement in curriculum: Post master’s and admission to DNP Co-requisites: D749 DNP Practicum (1 credit)Faculty: TBA Course Description Providing students with intermediate epidemiologic concepts of populations and biostatistical techniques for understanding and using health research is the focus. Principles and methods of data analysis central to understanding health-related indicators for population health management will be used. Students will be prepared to function as members of a research team.Course CompetenciesUpon completion of this course, the student will be able to: Identify a broad range of sources of data applicable to a specific question/problem; Determine the strengths and weaknesses of the data sources; Select appropriate epidemiological techniques for addressing question/problem of interest; Use epidemiological databases to explore risk factors and health outcome relationships;5. Demonstrate the ability to a critically evaluate health and epidemiological literature; Demonstrate the ability to appropriately formulate research hypotheses and use biostatistical methods to test hypotheses; Accurately interpret results for clinical applications; Understand advanced issues related to clinical trials, including pharmacological risk, product safety, and pharmaco-vigilance; and Understand effective ways to explain the results of health and epidemiological studies to various audiences.Topical Outline History and scope of epidemiology Practical applications of epidemiologya. Applications for the assessment of the health status of populations and the delivery of health servicesb. Applications relevant to disease etiology Descriptive epidemiology: person, place, and time Biostatistical measures of morbidity and mortality Sources of data for use in epidemiology Study designsa. Ecologic, cross-sectional, and case-controlb. Cohortc. Experimental Measure of effects Data interpretation issuesa. Internal validityb. External validity Risk assessment/adjustmenta. Screening for diseaseb. Measures of the validity of screening testsc. Sensitivity and specificity Epidemiologya. Infectious disease Work and environment Molecular and genetic Psychologic, behavioral, and socialRequired Texts and other ResourcesFriis, R. H., & Sellers, T. A. (2009). Epidemiology for public health practice (4th ed.). Boston, MA: Jones and Bartlett.Gravetter, F. J., & Wallnau, L. B. (2007). Statistics for the behavioral sciences (7th ed.). Belmont, CA: Thompson/Wadsworth. (Students should have this hardback book from R505.)Harris, M., & Taylor, G. (2007). Medical statistics made easy. London, UK: information Healthcare. (Students may have this paperback book from R590.) Teaching Strategies Web-based interaction using Adobe Acrobat Connect Assigned readings Forum postingsClass participation Research critiquesPopulation-focused, health management projectOral presentations to classmates and clinical partnersEvaluation and GradingThere are several evaluation methods for this course. The course grade will be calculated in consultation with the clinical mentor and based on the School of Nursing grading scale: Class participation and forum postings (graded by rubric) 10% Research critiques 20% Biostatistical problems 15% Project 40% Oral presentations 15%Letter grades are calculated based on the School of Nursing grading scale below. Attainment of an average of B- is required to successfully pass the course. A+ 97 - 100 B + 87 - 89C+ 77 - 79D+ 67 - 69F Below 60A 93 - 96 B 83 - 86 C73 - 76D63 – 66 A-90 - 92B- 80 - 82C- 70 - 72 D- 60 – 62Academic IntegrityThis course complies with Indiana University School of Nursing policies and standards, and those delineated in the IU Code of Student Rights, Responsibilities, and Conduct: http://www.dsa.indiana.edu/Code/ and http://www.dsa.indiana.edu/Code/Part_2acad.html.Americans with Disabilities ActIf you need any special accommodations due to a disability, please contact Adaptive Educational Services at (317)-274-3241. The office is located in CA 001E.NURS D736 Inquiry I: Evidence-based Research and Translational Science Course information | Faculty | Description | Course competencies | Texts / readings | Teaching strategies | EvaluationCourse information 3 credit hour course [distance accessible] Placement in curriculum: Post master’s and admission to DNP Co requisites: D749 DNP Practicum 1-3 creditsFaculty D. Cullen, D. StifflerDescriptionThis course focuses on advanced applications of evidence-based practice. The course emphasizes foundational and advanced concepts of evidence-based practice and requires application of principals of EBP, thorough literature searches, appraisals of literature and formulation of plans. Clinical problems will be the basis of EBP literature searches and analyses. Course competenciesUpon the successful completion of the course, the student will be able to: Frame clinical problems and devise a literature search protocol Differentiate between three comprehensive EBP models Demonstrate the process for conducting a systematic review and meta-analysis Carry out a meta-synthesis and economic evaluationSearch scholarly evidence for initial and potential interventions or innovations for a community of practice Construct an evidence synthesis as related to the clinical problem Incorporate evaluation of EBP experiences into your evolving personal- professional developmentCourse Content Topical OutlineThis content is based on the Iowa Model of Evidence-based Practice to Promote Quality Care (2001).Critical Care Nursing Clinics of North America 13(4), 497-508. Iowa Model of Evidence-based Practice to Promote Quality Care Triggers Priority of the Topic Forming a Team Assemble Relevant Research and Related Literature Critique and Synthesis of Research Is there Sufficient Research to Guide Practice Insufficient Research to Guide Practice Adoption in Practice Institute the Change in Practice Monitor and Analyze Structure, Process and Outcome DataThis content is based on the Essential Competencies for Evidence-based Practice in Nursing. (2005). Academic Center for Evidence-based Practice. San Antonio: UTHSCSA. Ace Star Model for Evidence-Based Practice in Nursing Primary Research New knowledge is discovered through traditional research methodologies and scientific inquiry Evidence Summary The corpus of research is synthesized into a single, meaningful statement of the state of knowledge Translation Research evidence is translated into clinical recommendations Expert opinion and other sources o knowledge are incorporated Integration Individual, organizational, and environmental practices are changed through formal and informal channels Evaluation Endpoints and outcomes are evaluated Evaluation of impact of EBP on patient health outcomes, provider and patient satisfaction, efficacy, efficiency, economic analysis, and health status impactThis content is based on the Joanna Briggs Institute Model of Evidence-based Healthcare (JBI, 2008) and Will it Work Here? A Decisionmaker’s Guide to Adopting Innovations (AHRQ, 2008).Joanna Briggs Institute Model: Evidence-based Practice Evidence Context Preference Judgment Healthcare Evidence Generation Healthcare Interventions/activities Methods of utilization/implementation Evidence Synthesis Theory Methodology Systematic Review Search and appraise Evidence (Knowledge Transfer) Education Information Systems Summarize and embed Evidence Utilization Evaluation of Impact on systems/process/outcomes Practice change Embed system organizational change Use and evaluateRequired Texts Students are expected to build their own bibliography and to read deeply and widely as related to their Doctoral of Nurse Practice project. DiCenso, A., Guyatt, G. Ciliska, D. (Eds.). (2005). Evidence-based nursing: a guide to clinical practice. St Louis, MO: Elsevier MosbyMathews, D. E. & Farewell, V. T. (2007). Using and understanding medical statistics. New York, NY: Karger. Recommended Readings Readings may include but are not limited to the following sources:Adams S. & Titler MG. (2007). Strategies for promoting the development of evidence-based practice in an allied health profession. Annual in Therapeutic Recreation. 15, 1-11. Caldwell K., Coleman K., Copp G., Bell L., & Ghazi F. (2007) Preparing for professional practice: How well does professional training equip health and social care practitioners to engage in evidence-based practice? Nurse Education Today 27(6), 518-528. Doherty S. (2006). Evidence-based implementation of evidence-based guidelines. International Journal of Health Care Quality Assurance 19(1): 32-41. Feldstein AC., Glasgow RE. (2008). A Practical, Robust Implementation and Sustainability Model (PRISM) for integrating research findings into practice. Joint Commission Journal on Quality and Patient Safety 34(4), 228-243. Fineout-Overholt E., & Johnston L. (2006). Teaching EBP: implementation of evidence: Moving from evidence to action. Worldviews on Evidence-Based Nursing, 3(4): 194-200. Fineout-Overholt E., Melnyk B. M., & Schultz A. (2005). Transforming health care from the inside out: Advancing evidence-based practice in the 21st century. Journal of Professional Nursing, 21(6): 335-344.Pearson, A., Wiechula, R., Court, A., & Lockwood, C. (2005). The JBI model of evidence-based healthcare. International Journal of Evidence-based Healthcare, 3(8), 207-215.Rycroft-Malone J., Bucknall T., & Melnyk B. M. (2005). Getting evidence into practice: A "contact sport". Worldviews on Evidence-Based Nursing, 2(1): 1-2. Salyers, M. P., McKasson M., Bond G. R., McGREW, J. H., Rollins, A. L., & Boyle C. (2997).The role of technical assistance centers in implementing evidence-based practices: lessons learned. American Journal of Psychiatric Rehabilitation 10(2), 85-101. Steib, S. D., & Blome, W.W. (2008). Walking the walk, not just talking the talk: eight steps toward implementing evidence-based practice. Children's Voice, 17(1), 26-8.Stevens, K. (2005). Essential Competencies for Evidence-Based Practice in Nursing. First Edition. San Antoinios, TX: Academic Center for Evidence-Based Practice, UTHSCSA. Titler, M. G., Steelman, V. J., Budreau, G., Buckwalter, K. C., & Goode, C. J. (2001). The Iowa model of evidence-based practice to promote quality care. Critical Care Nursing Clinics of North America, 33(4), 497-509. Welk, D.S. (2007). How to read, interpret, and understand evidence-based literature statistics. Nurse Educator, 32(1), 16-20. Teaching StrategiesWeb-based interaction Negotiated learning contractsSelf-directed learning assignmentsOnline discussion forumsReflective self-analysis Student-clinical mentor- faculty conferencesEvaluation and GradingThere are several evaluation methods for this course. The course grade will be calculated in consultation with the clinical mentor and based on the school of nursing grading scale: Problem & evidence presentation 20 percent DNP project 60 percent Participate in discussion forums ( graded by rubric) 10 percent Reflective narrative related to DNP inquiry 10 percentLetter grades are calculated based on the School of Nursing Grading Scale below. Attainment of an average of B- is required to successfully pass the course. A+ 97 - 100 B + 87 - 89C+ 77 - 79D+ 67 - 69F Below 60A 93 - 96 B 83 - 86 C73 - 76D63 – 66 A-90 - 92B- 80 - 82C- 70 - 72 D- 60 – 62Academic Integrity:This course complies with Indiana University School of Nursing policies and standards, and those delineated in the IU Code of Student Rights, Responsibilities, and Conduct: http://www.dsa.indiana.edu/Code/ and http://www.dsa.indiana.edu/Code/Part_2acad.html.Americans with Disabilities Act:If you need any special accommodations due to a disability, please contact Adaptive Educational Services at (317)-274-3241. The office is located in CA 001E.NURS D737 Inquiry II: Evidence-based Research and Translational Science Course information | Faculty | Description | Course competencies | Texts / readings | Teaching strategies | EvaluationCourse information 3 credit hour course [distance accessible] Placement in curriculum: Post master’s and admission to DNP Co-requisite: D749 DNP Practicum 1-3 creditsFaculty: J. Burrage and ME RinerCourse Description:Synthesis of knowledge regarding implementation models and strategies used for translating evidence into practice is the focus of this course. Students explore organizational aspects of change influencing innovation, quality improvement, and program evaluation. Developing and preparing to implement and evaluate a translational science project is a component of the course. Course Competencies:1. Students will critique and apply theoretical, conceptual, and operational perspectives relative to translational science as a basis for developing a project proposal. 2. Write an integrated review of the literature that addresses key components of the project proposal. 3. Review and critique multiple evaluation strategies for incorporation into the plan. 4. Project how the evaluation results will be utilized and disseminated. 5. Utilize reflective practice concepts in understanding and implementing the role of change agent.6. Project IRB application submitted to IUPUI Institutional Review Board. Course Content Topical Outline1. Organizational Change TheoryA. Decision Makers Guide to Adopting Innovation(s)B. Change and Innovation: Utilization of Reflective practice concepts 2. Mid Range Theory to inform project A. Communication TheoriesB. Behavioral TheoriesC. Systems Theories3. Translational Science ModelsA. Translational Science: Conceptual OverviewB. Core Implementation Components1. Staff Selection 2. Staff Training3. Staff Coaching4. Evaluation and Fidelity4. Evaluation modelsA. Designing Performance Monitoring Systems and Evaluation Studies B. Data Collection ProceduresC. Analyzing Evaluation DataD. Getting Evaluation Results Used1. Further Implementation2. DisseminationRequired Texts Students are expected to build their own bibliography and to read deeply and widely related to their Doctoral of Nurse Practice project. Wholey, J., Hatry, H., Newcomer, K. (Eds). (2004) Handbook of Practical Program Evaluation 2nd Ed. Josey Bass Co., San Francisco, CA.Brach, C., Lenfestey, N., Roussel, A., Amoozegar, J., Sorensen, A. (2008). Will It Work Here? A Decisionmaker’s Guide to Adopting Innovations. Rockville, MD: Agency for Healthcare Research and Quality., U.S. Department of Health and Human Services.Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231). http://nirn.fmhi.usf.eduTeaching StrategiesWeb-based interaction Negotiated learning contractsSelf-directed learning assignmentsOnline discussion forumsReflective self-analysis Student-clinical mentor-faculty conferencesEvaluation and GradingThere are several evaluation methods for this course. The course grade will be calculated in consultation with the clinical mentor and based on the school of nursing grading scale: Organizational assessment 20 percent DNP project implementation and evaluation plan 60 percent Participate in discussion forums (graded by rubric) 10 percent Reflective narrative related to inquiry project 10 percentLetter grades are calculated based on the School of Nursing Grading Scale below. Attainment of an average of B- is required to successfully pass the course. A+ 97 - 100 B + 87 - 89C+ 77 - 79D+ 67 - 69F Below 60A 93 - 96 B 83 - 86 C73 - 76D63 – 66 A-90 - 92B- 80 - 82C- 70 - 72 D- 60 – 62Academic Integrity:This course complies with Indiana University School of Nursing policies and standards, and those delineated in the IU Code of Student Rights, Responsibilities, and Conduct: http://www.dsa.indiana.edu/Code/ and http://www.dsa.indiana.edu/Code/Part_2acad.html.Americans with Disabilities Act:If you need any special accommodations due to a disability, please contact Adaptive Educational Services at (317)-274-3241. The office is located in CA 001E.INDIANA UNIVERSITY SCHOOL OF NURSINGIndianapolis CampusD751 Relationship-centered Leadership in Complex SystemsCourse SyllabusFall Semester| Faculty | Course competencies | Course Content Required readings | Teaching strategies | Special needs |Course information Credit hours: 3 credits Placement in curriculum: admission to the PhD and/or DNP program or faculty permission Pre-requisites: none Co-requisites: noneFaculty: TBACourse DescriptionAnalysis and evaluation of theories and research that influence leadership in complex systems. Leadership is explored in the complex system domains of education, health service, research, informatics, and public policy. Internal and external sources of knowledge are evaluated and used to enhance leader behavior/s. Core competencies and strategies for leadership effectiveness are examined and evaluated.Course competencies This course assumes (a) that leadership is a transactional process whereby both the formally designated leader and the emergent leader influence others in order to achieve both individual and institutional goals, (b) that all doctorally-prepared healthcare professionals will be expected to function as leaders, and (c) that the process will involve interaction and engagement between and among individuals who are informed by attributes/competencies, environmental influences, team relationships, organizational culture, strategic planning and achievement of performance outcomes. Core competencies such as self-knowledge, strategic vision, risk taking and creativity, effective engagement, and inspiring and leading change will be discussed in terms of how they play out within complex systems. In this course, students will be expected to: Evaluate key leadership theories and themes Appraise personal leadership profile through ongoing reflective analysis Demonstrate effective engagement with others through the use of contemporary leadership strategies, such as conscious awareness processes, action inquiry, systems thinking, and others Synthesize internal and external sources of knowledge to effectively shape meaningful leader behavior/s. Examine the processes and strategies used to effectively lead in the following complex systems domains – health services, education, research, informatics, and public policy. Course Content: Complex Systems Defined Contemporary Leadership Theories Relationship-centered Leadership Relationship with self (reflective analysis, self knowledge, evolving professional development) Relationships with others including groups and communities Interprofessional relationships Academic/Service Partnerships Relationship-building Strategies Systems Thinking Communication Collaboration Accessibility, Accountability and Credibility Engaging stakeholders and constituents Conflict resolution Valuing diversity Action Inquiry Shared Visioning and Strategic Planning Effective Governance and Decision-making Leading Sustained Change, Innovation, and Improvement Advancing New Knowledge Leadership Ethics Organizational Culture Required Text/s Bolman, L.G. & Deal, T.E. (2008). Reframing organizations: artistry, choice, and leadership. (4th ed.). San Francisco: Jossey-Bass. George, B. (2007). True North: Discover Your Authentic Leadership. San Francisco, CA: Jossey Bass Northouse, P.G. (2007). Leadership. Theory and Practice (4th edition). Thousand Oaks, CA: Sage Publications. Torbert, B. (2004). Action Inquiry: The secret of timely and transforming leadership. San Francisco, CA: Berrett-Koehler. Supplemental Resources_______ (2005). Academic leadership in nursing: making the journey. Washington, DC: American Association of Colleges of Nursing.American Nurses Credentialing Center (2008). Application manual: Magnet Recognition Program. Silver Spring, MD: author.Allan, G. (1999). Resource handbook for academic deans. Washington, DC: American Conference of Academic Deans (ACAD). American Academy of Nursing. (2003). Proceedings of the American Academy of Nursing conference on using innovating technology to decrease nursing demand and enhanced patient care delivery. Nursing Outlook, 51, S1-S41.Aroian, J. (2002). Leader as visionary. Nursing Leadership Forum, 7, 53-56.Buckingham, M., & Coffman, C. (1999). First, break all the rules. New York: Simon and Schuster. Carter, L., Nelson, J. L., Stevers, B. A., Dukek, S. L. Pipe, T. B., & Holland, D. E. (2008).Exploring a culture of caring. Nursing Administration Quarterly, 32 (1): 57–63.Chemers, M. M. (1997).An integrative theory of leadership. Mahwah, NJ: Lawrence Erlbaum.Cook, M. (2001).The attributes of effective clinical nurse leaders. Nursing Standard, 15(35), 33-36.Collins, J. (2002). Good to great. New York: HarperCollins Publishers.Collins, J. (2005). Good to great and the social sectors. Boulder: Jim Collins.Cooperrider, D. & Whitney, D. (2005) Appreciative Inquiry: A positive revolution in change. Berrett-Koehler: San Francisco. Covey, S. (1990). Seven habits of highly effective people. New York: Simon and Schuster.Dienemann, J. (2002). Leader as achiever. Nursing Leadership Forum, 7, 63-68.Drenkard, K. N. (2004). The clinical nurse leader: A response from practice. Journal of Professional Nursing, 20, 89-96.Duffy, J. (2009). Quality caring in nursing: Applying a middle range theory to clinical practice, education, and leadership. New York, NY: Springer Publishing.Eisler, R. (2007). The real wealth of nations. San Francisco, CA: Berrett; Koehler Publishers, Inc.Fagin, C. (2000). Essays on nursing leadership. New York: Springer Publishing.Feldman, H. R. & Greenberg, M. J. (eds.). (2005). Educating nurses for leadership. New York: Springer Publishing.Frank, B. (2002). Leader as expert. Nursing Leadership Forum, 7, 57-62.Fralic, M. (1999). Nursing leadership for the new millennium: Essential knowledge and skills. Nursing and Health Care Perspectives, 20, 260-265.Gardner, H. (2004). Changing minds: the art and science of changing our own and other people?s minds. Cambridge: Harvard Business School Press.Gardner, H. & Laskin, E. (1995). Leading minds: An anatomy of leadership. New York: Basic Books.Grey, M., & Connolly, C. A. (2008). “Coming together, keeping together, working together”:Interdisciplinary, to transdisciplinary research and nursing. Nursing Outlook,56 (3): 102–107.Grossman, S. & Valiga, T. (2000). The new leadership challenge. Creating the future of nursing. Philadelphia: F. A. Davis.Haynor, P. (2002). Leader as communicator. Nursing Leadership Forum, 7, 77-82.Havens, D., Wood, S. O., & Leeman, J. (2006). Improving nursing practice and patientcare: Building capacity with appreciative inquiry. Journal of Nursing Administration,36 (10): 463–470.Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.Hesselbein, F., & Goldsmith, M. (Eds.). (1999). Leading beyond the walls. San Francisco: Jossey-Bass. Huber, M. T., Hutchings, P., Gale, R., Breen, M., & Miller, R. (2007). Leading initiativesfor integrative learning. Liberal Education, 93 (2), 57–60.Institute of Medicine. (2001). Crossing the quality chasm: A new health system for the 21st century. Washington, DC: National Academy Press.Institute of Medicine. (2004). In K. Adams & A. C. Greiner (eds.), The 1st annual crossing the quality chasm summit: A focus on communities. Washington, DC: The National Academies Press.Jacobs, J. A. & Gerson, K. (2004). The time divide. Work, family, and gender inequality. New York: Harvard University Press.Jennings, B. M. (2004). The intersection of nursing administration research and health services research. Journal of Nursing Administration, 34, 213-215.Kastor, J. A. (2004).Governance of teaching hospitals. Turmoil at Penn and Hopkins. Baltimore: The Johns Hopkins University Press.Kenner, C., Androwich, I., & Edwards, P. (2003).Innovative educational strategies to prepare nurse executives for new leadership roles. Nursing Administration Quarterly, 27, 172-179.Kohles, M. K., Baker, Jr., W. G., & Donaho, B. A. (1995). Transformational leadership. Renewing fundamental values and achieving new relationships in health care. Chicago: American Hospital Publishing.Lemire, J. A. (2002). Leader as critical thinker. Nursing Leadership Forum, 7, 69-76.Lemire, J. A. (2002). Preparing nurse leaders: A leadership education model. Nursing Leadership Forum, 7, 47-52.Lindberg, C, Nash, S, and Lindberg, C. (2008). On the Edge: Nursing in the Age of Complexity. Plexus Press: Bordentown NJ March, J.G. (1988). Decisions and organizations. Oxford: Basil Blackwell, Ltd.March, J. G. (1994). A primer on decision making: how decisions happen. New York: The Free Press.Mathena, K. (2002). Nursing manager leadership skills. Journal of Nursing Administration, 32, 136-142.Maxwell, J. C. (2002). Leadership 101: What every leader needs to know. Nashville, TN: Nelson Books.McBride, A. B. (comp.). (2000). Nursing & philanthropy. An energizing metaphor for the 21st century. Indianapolis: Sigma Theta Tau International.McBride, A. B. (in press). Nursing and the informatics revolution. Nursing Outlook.McDaniel, C. & Wolf, G. A. (1992). Transformational leadership in nursing service. A test of theory. Journal of Nursing Administration, 22, 60-65.McDaniel, E. A. (2002). Senior leadership in higher education: An outcomes approach. Journal of Leadership & Organizational Studies, 9(2), 80-88.National Advisory Council for Nursing Research. (2003). Research themes for the future. http://ninr.nih.gov/ninr/research/themes.doc. National Advisory Council on Nurse Education and Practice. (1997). A national informatics agenda for nursing education and practice. http://bhpr.hrsa.gov/nursing/nacnep/informatics.htm. Newbergh, C. (2005). The Robert Wood Johnson Foundation?s commitment to nursing. In S. L. Isaacs & J. R. Knickman (eds.), To improve health and health care, Vol. VIII, 73-98. San Francisco: Jossey-BassNewbold, S. K., Kuperman, G. J., Bakken, S., Brennan, P. F., Mendocna, E. A., Park, H-A., & Radenovic, A. (2004). Information technology as an infrastructure for patient safety: Nursing research needs. International Journal of Medical Informatics, 73, 657-662.O’Connor, M. & Walker, J. K. (2003). The dynamics of curriculum design, evaluation, and revision: Quality improvement in leadership development. Nursing Administration Quarterly, 27, 290-296.Olson, E.E., Eoyang, G.H., Beckhard, R. andVaill, P. (2001). Facilitating Organization Change: Lessons from Complexity Science. San Francisco, CA: Jossey Bass. Pearce, C. L. (2004). The future of leadership: Combining vertical and shared leadershipto transform knowledge work. Academy of Management Executives, 18 (1): 47–57.Presser, H. B. (2003). Working in a 24/7 economy: Challenges for American families. New York: Russell Sage Foundation.Porter-O?Grady, T., & Malloch, K. (2003). Quantum leadership: A textbook of new leadership. Sudbury, MA: Jones and Barlett.Reeves, S., & Lewin, S. (2004). Interprofessional collaboration in the hospital: Strategiesand meanings. Journal of Health Services Research and Policy, 9, 218–225.Ropers-Hillman, B. (Ed.). (2003). Gendered futures in higher education. State University of New York Press.Safran, D. G., Miller, W., & Bechman, H. (2006). Organizational dimensions of relationship-centered care. Journal of General Internal Medicine, 21 (S1): S9–S15.Sanders III, J. E., Hopkins, W. E., & Geroy, G. D. (2003). From transactional to transcendental: Toward an integrated theory of leadership. Journal of Leadership & Organizational Studies, 9(4), 21-32. Schlitz, M. M., Vieten, C., & Amorok, T. (2007). Living deeply: The art and science of transformation in everyday life. Oakland, CA: New Harbinger Publications, Inc.Scoble, K. B. & Russell, G. (2003). Vision 2020, Part I: Profile of the future nurse leader. Journal of Nursing Administration, 33, 324-330.Scharmer, O.C. (2007). Theory U: Leading from the future as it emerges. Cambridge, MA: Society for Organizational Learning.Secretan, L. (1997). Reclaiming higher ground: Creating organizations that inspire thesoul. Ontario, Canada: The Secretan Center.Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.Senge, P., Scharmer, C.O., Jawarski, J., & Flowers, B.S. (2004). Presence: Human purpose in the field of the future. Society of Organizational Learning (SOL) Doubleday: New York. Sherwood, G. (2006). Appreciative leadership: Building customer-driven partnerships.Journal of Nursing Administration, 36 (12): 551–557Stacey, R. (1996) Complexity and Creativity in Organizations, Berrett-Koehler, San FransiscoSimon, H.A. (1983). Reason in human affairs. Stanford University Press.Soder, R. (2001). The language of leadership. San Francisco: Jossey-Bass.Steinbruner, J. (1974). The cybernetic theory of decision. Princeton University Press. Sullivan, E. J., & Decker, P. (2004). Effective leadership and management in nursing. NJ: Pearson/Prentice Hall.Sung, N. S., Crowley, Jr., W. F., Generl, M., Salber, P., Sandy, L., Sherwood, L. M., Johnson, S. B., Catanese, V., Tilson, H., Getz, K., Larson, E. L., Scheinberg, D., Reece, E. A., Slavkin, H., Dobs, A., Grebb, J., Martinez, R. A., Korn, A., & Rimoin, D. (2003). Central challenges facing the national clinical research enterprise. Journal of the American Medical Association, 289, 1278-1287.Tourangeau, A. E. (2004). Measuring leadership practices of nurses using the Leadership Practices Inventory. Nursing Research, 53, 182-189.Tucker, A. (1999). The academic dean: Dove, dragon and diplomat. Phoenix, AZ: Oryx Press.Vance, C. (2002). Leader as mentor. Nursing Leadership Forum, 7, 83-90.Watts, N. J. (1997). The adventurous years: Leaders in action 1973-1993. Indianapolis: Sigma Theta Tau International.Welch, J. & Welch, S. (April 4, 2005). How to be a good leader. Newsweek, 45-48.Wheatley, M. (2005). Finding our way: Leadership for an uncertain time. San Francisco, CA:Berrett-Koehler Publishers, Inc.Wheately, M. (2006). Leadership and the new science: Discovering order in a chaotic world)3rd ed). San Francisco, CA: Berrett-Koehler Publishers, Inc.Wildavsky, A. & Caiden, N. (2003). The new politics of the budgetary process. 5th Ed. New York: Longman. Wolf, G. A. (1990). Promoting executive hardiness. Journal of Nursing Administration, 20, 10-11Woltring, C., Constantine, W., & Schwarte, L. (2003). Does leadership training make a difference? The CDC/UC Public Health Leadership Institute: 1991-1999. Journal of Public Health Management and Practice, 9, 103-122.Wright, K., Hann, N., McLeroy, K. R., Steckler, A., Matulionis, R. M., Auld, M. E., Lancaster, B., & Weber, D.L. (2003). Health education leadership development: A conceptual model and competency framework. Health Promotion Practice, 4, 293-302.Wright, K., Rowitz, L., & Merkle, A. (2001). A conceptual model for leadership development. Journal of Public Health Management Practice, 7(4), 60-66.Yasnoff, W. A., Humphreys, B. L., Overhage, M., Detmer, D. E., Brennan, P. F., Morris, R. W., Middleton, B., Bates, D. W., & Fanning, J. P. (2004). Journal of the Medical Informatics Association, 11, 332-338.Yukl, G., Gordon, A., & Taber, T. (2002). A hierarchical taxonomy of leadership behavior: Integrating a half century of behavior research. Journal of Leadership & Organizational Studies, 9, 15-32.Zerhouni, E. (October 3, 2003). The NIH roadmap. Science, 302, 63-72. Available on line: http://www.sciencemag.org/feature/plus/nihroadmap.pdf .Web Sites: Examples of resources to be accessed for learning purposesAmerican Conference of Academic Deans (ACAD): http://www.americangovernance.com.Healthcare Leadership Council (HLC): http://www.iom.edu Long Term Care Nursing Leadership and Management: http://ltcnurseleader.umn.edu/resource.html.National Business Coalition on Health: http://shrm.org The Business Forum: http://www.sjdm.org/ Society for Judgment and Decision Making?links to their journal?can access full text articles from the first volumehttp://www.virtualsalt.com/crebook5.htm Interesting introduction to decision makingLinks to leadership and complex systems:http://web.mit.edu/sdg/www/D-4620-2.Leadership.Weeks Lecture on leadership in a changing societyhttp://www.dau.mil/pubs/dam/05_06_2006/ree_mj06.pdf Article on leadership and systems thinking