Nursing department overview and functions

¶ … dean of nursing at Springhaven University and the Chair of the nursing department at Mountainview Community College should discuss about leadership of the collaborative curriculum development project.

In order for the project to be a success, there needs to be a strict understanding about how the leadership will be divided in regards to curriculum development of the project. Since the project is collaborative, this means that the leadership belongs to them both. They both thus have a responsibility to have separate duties in the process of development. This gives them both equality, along with a division of power. This can allow the project to continue to engage in forward momentum, with all parties feeling like they still have distinct amounts of power and autonomy. Even so, as dual leaders, they need to bring their collective experience to the project as well. The Dean of Nursing at Spring Haven University has simply had different experiences, successes and failures, than the Chair of Nursing at Mountainview Community College, and vice versa. There needs to be a conversation, plan and understanding about how to bring their differing experience to the table and how to make use of all this shared wisdom.

2. What factors should be considered when deciding on leadership for the collaborative curriculum development process?

The factors that need to be considered when it comes to deciding on leadership for the collaborative curriculum process are the different strengths and weaknesses that the two separate leaders bring to the table. Also, they are both likely to have differing priorities and non-negotiables, so those differences will also need to be spelled out from the beginning. In certain companies, shared leadership can be a massive adjustment, but can ultimately bring about positive benefits. For instance, in some companies, "Using the shared leadership model gave these leaders the opportunity to focus on the areas in which they are most talented, to hire team leaders, and thus develop a successful, well-rounded and somewhat 'flattened' company vs. A more hierarchically structured company. For this organization, flattening has also meant that power, authority, and decision-making are more widely and deeply dispersed, both laterally and vertically, giving each individual an opportunity to show his or her prowess in certain areas of the company" (Goldsmith, 2010). Fundamentally, the strongest companies are the ones where the leadership defers to other members or experts who have more experience or knowledge. While this might not be second nature to many leaders, it can be what's best in a given situation. In this case, when it comes to make a collaborative curriculum, sharing expertise will allow the curriculum to flourish and grow with a greater host of ideas, objectives and details.

3. How might a curriculum leader be selected or appointed? Who should the leader be? Should there be two leaders, one for each institution? Why or why not? How could community nursing leaders contribute to the leadership of the curriculum development enterprise?

Ideally, there should be two leaders, one for each institution: this will promote the appearance of fairness and integrity and will make both institutions feel like they're being adequately represented. Each separate leader should be well acquainted with the distinct needs of the institution they represent and be able to discuss and communicate about those needs with their corresponding partner. Furthermore, each leader needs to be willing to work with community leaders to adequately develop curriculum goals and pillars for the entire enterprise. Community nursing leaders should be an invaluable tool to the entire endeavor, as they have a specific viewpoint on the needs of the community and how to achieve them.

4. What should be included in a faculty development program to prepare potential curriculum leaders?

Any worthwhile faculty development program to prepare potential curriculum leaders should have a branch which covers emotional intelligence. Curriculum leaders will be dealing with the complex needs of a range of people, and the baggage and challenges that these people bring to the entire experience. The more emotionally intelligent they are and the more they are well-versed on how to bring certain skills of emotional intelligence to their jobs, the better off the entire project will be. "Therefore, each one of us must develop the mature emotional intelligence skills required to better understand, empathize and negotiate with other people -- particularly as the economy has become more global. Otherwise, success will elude us in our lives and careers" (Akers & Porter, 2013).

Case Study #2: Montag College Department of Nursing

1. How can Dr. Eme help the faculty choose a change theory to guide their overall process?

The most effective way for Dr. Eme to help the faculty to best choose a change theory to facilitate an overall guide in their process, would be to engage in communication with each faculty member. The more that Dr. Eme is willing to listen, the more effective the entire process will be. Once Dr. Eme has adequately listened to all the members, then she needs to be able to assess and pinpoint what change theory is best for them. Dr. Eme needs to then present this selected theory to her colleagues and tell them why she thinks it's best for them and listen to their responses, making any necessary responses.

2. What committees could be struck in order to facilitate curriculum development? What purposes would they serve? How should committee members be selected or appointed? Who should the members be?

There should be a committee just devoted to curriculum development so that particular goal has a strong think-tank behind it and so that courses are appropriately revised and developed. This committee can be in charge of reviewing and adapting all policies on curriculum, while working with particular units to ensure that the necessary processes are in place for the oversight and evaluation of current courses. Essentially, this group is there to ensure that the curriculum stays on course. It would also be wise if there was another committee just for instructional quality to ensure that all standards are meeting what are set forth by the individual institutions.

3. If some of the faculty teaching in the MS and PhD programs are reluctant to participate in undergraduate curriculum development, how could Dr. Lumella and Dr. Eme encourage them to do so?

Dr. Lumella and Dr. Eme would have to first show them the advantages to be gained by participating in such curriculum development. Then they would have to remind these professors of their responsibility and obligation to consistent professional development.

4. What decision-making approaches would be effective for the curriculum developers?

Collective decision-making approaches for curriculum development would be completely necessary for this situation: it would allow all relevant parties to feel like their voice was being heard. Regardless, the best choice for all involved would of course be selected.