Personal Class Design Project Name Institution Instructor Course Date Personal Class Design Project Designing a class The topic of the course is leadership strategies

Personal Class Design Project
Name
Institution
Instructor
Course
Date
Personal Class Design Project
Designing a class
The topic of the course is leadership strategies, which will be conducted through an educational class consisting of two separate sessions with each session taking two hours, which will be presented, at North Eastern University in Boston to nursing students. This class is intended to help the students in developing effective leadership styles and approaches aimed at helping them to understand what best leadership strategies may work in an organization (Halstead, 2012). This class will be able to cater for the newly graduated nursing students who have completed most of the profession’s requirements as they enter the health profession. The members will be largely involved in the learning process with the educator performing supervisory functions by overseeing the learning activities. Physical examples can be used as they are helpful in helping students to understand concepts in a given course (Halstead, 2012).
The educator should also be able to meet the needs of all students by taking into consideration the different learning styles of the students. After the four-hour class, the students should be able to show their understanding on the topic by explaining what they have learned during the course (Billings ; Halstead, 2016). This can be achieved through a written exam, which will test their new acquired knowledge and provide explanations of what leadership approaches to implement in the nursing profession to enable effective organizational processes (Billings ; Halstead, 2016). In designing the class, the educator should also include the learning materials to be used during that period, which include books, journal articles, and visual aids to improve the learning experience. Theory classes can include discussions to help the students to understand the learning objectives required (Billings ; Halstead, 2016).
The Institution That Is Sponsoring the Class
The institution that is sponsoring the class is the North Eastern University in Boston, which is a private research university, which offers undergraduate and graduate degree programs with different schools including the school of nursing (North Eastern University, 2018). The mission of this school is to educate nursing students using evidence-based practices, which are aimed at preparing the nursing students to provide safe and effective healthcare services to the public. The nursing programs used also prepare the students as leaders in the different aspects of the nursing profession, which include nurse clinicians, researchers, and educators (North Eastern University, 2018).
The North Eastern University philosophy is aimed at providing well-educated and highly skilled nurses as required by the Institute of Medicine report. This is because nurses play an important role in the improvement of health in the nursing profession (North Eastern University, 2018). This has led to an increased demand in the number of nurses required in healthcare facilities. This will positively impact the leadership course as the institution will provide access to the required resources required in the successful completion of the course outline (North Eastern University, 2018).
Needs Assessment
The need for this class was determined based on several factors, which include the need to integrate leadership strategies in healthcare facilities, which is important in the provision of effective healthcare services (Oermann, 2015). Effective leadership is important in all organizations including healthcare organizations as it allows a better management of the nursing resources, which also include the nursing workforce. Good leadership also provides guidelines on how to address certain challenges witnessed in healthcare facilities (Oermann, 2015). Since nurses have a responsibility to certain departments in the healthcare facilities, the nurses should be well prepared to provide leadership responsibilities in those departments. This will enable the departments to be successful in their operations (Oermann, 2015). This will eventually result in improved performance in the entire healthcare organization. The integration of this course in the nursing curriculum is also one of the recommendations in the institute of medicine report, which is aimed at improving healthcare delivery in the United States (Oermann, 2015).
Class Description
The class will involve a discussion of the leadership approaches, which can be implemented in different nursing environments. This will involve an analysis of the current nursing approaches and their impact on the nursing profession (Cannon ; Boswell, 2016). The class will be divided into two sessions of two hours each that will be divided into theory sessions, discussion sessions, and experimental sessions which will involve testing the nursing students in their understanding on the topic (Cannon ; Boswell, 2016). Students should be able to display their gained skills and knowledge on the application of the different leadership strategies on different scenarios. The class will be presented at North Eastern University in Boston for approval and availability of the required resources necessary for a successful completion of the class. Due to the four hours given for the class, the educator should minimize some of the unnecessary points and highlight the important and most useful information (Cannon ; Boswell, 2016).

The Target Audience
The class is intended for newly graduated nursing students, which will help the students to gain a deeper understanding on the importance of good leadership approaches and how they are related to the success of the healthcare service delivery (Cannon ; Boswell, 2016). Due to the nature of the nursing profession, it is important that nurses have the necessary leadership skills to ensure that healthcare goals are achieved. Good leadership has been pinpointed as one of the most effective and successful strategies to enhance healthcare delivery in healthcare facilities (Cannon ; Boswell, 2016). The nursing students are able to learn this better before starting their responsibilities in healthcare facilities. This will enable the nurses to integrate leadership approaches as part of their knowledge gained in the nursing school (Cannon ; Boswell, 2016).
Learning Resources
During this class, there are important resources required to ensure a successful completion of the course. Learning resources include education materials, which are important and help educators as well as the learners in understanding a certain topic (Oermann, Shellenbarger, ; Gaberson, 2017). These include textbooks, articles, and DVDs. These should be carefully selected to ensure that all needs of the student are covered since different students use different learning media to understand certain information. This can be diversified to involve audio resources, visual resources, and interactive resources to cater for all students (Oermann, Shellenbarger, ; Gaberson, 2017). The educator can use videos to demonstrate certain strategies and how they can be implemented in an organization. One educational material is not adequate for learning, as it may not provide adequate information related to a certain topic. The educators should approve the required learning resources to ensure that credible resources are used (Oermann, Shellenbarger, ; Gaberson, 2017).
The Program Outcomes for the Course and the Learner Objectives for Each Class Session. Indicate Which Domains of Learning Are Represented By Each Learner Objective
By the end of the first class session, students should be able to describe what leadership strategies are, how leadership approaches relate to the nursing profession, and how the integration of leadership strategies can impact the nursing profession (Halstead, 2012). The learning domain represented by these learning objectives is cognitive learning domain. Cognitive learning domain involves the mental skills, which are attributed to the thinking process (Halstead, 2012). By the end of the second session, which is the last session, students should be able to display how leadership approaches can be integrated into the nursing profession and apply their gained knowledge on different scenarios (Halstead, 2012).
This is aimed at testing their understanding on the topic and will involve experiments, which the students will be involved in to evaluate their understanding on leadership approaches (Halstead, 2012). The psychomotor learning domain is represented by these learning objectives, which is a learning domain, which involves the physical or kinesthetic aspects of learning. This learning domain is helpful in physical application of gained knowledge, which is also used to test the students’ understanding on the topic (Halstead, 2012).

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References
Billings, D. M. G., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty. St. Louis, Missouri: Elsevier.

Cannon, S., & Boswell, C. (2016). Evidence-based teaching in nursing: A foundation for educators. Burlington, MA: Jones & Bartlett Learning.

Halstead, J. (2012). Nurse educator competencies: Creating an evidence-based practice for nurse educators. New York, NY: Wolters Kluwer Health.

North Eastern University. (2018). Programs. School of nursing. Retrieved from https://bouve.northeastern.edu/nursing/
Oermann, M. H. (2015). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. New York, NY: Springer Publishing Company, LLC.

Oermann, M. H., Shellenbarger, T., & Gaberson, K. B. (2017). Clinical teaching strategies in nursing. New York, NY: Springer Publishing Company, LLC.