The goal in graduate leadership programs is to prepare nursing students for leadership positions, which requires not only acquiring knowledge but also being able to apply this knowledge to real work scenarios. Experiential learning makes academia more relevant through assignments that are directly applicable to the student's practice. In our Master of Nursing Leadership and Administration (NLA) program, experiential learning can be found throughout the curriculum.
During the first 2 classes of the NLA program, students identify a work-related practice issue, complete a literature search, and identify evidence-based guidelines to address this issue. For this class assignment, they use the information to develop a concrete practice change, which incorporates a realistic implementation plan that includes staff education, the projected cost for implementation, a cost-benefit statement for the organization, and outcome measurements that are specific, measurable, attainable, and time-sensitive (SMART) with corresponding metrics. Students then present their project to their peers for feedback. Lastly, the students create and present a 10-minute PowerPoint presentation to a live mock Board of Directors (Board) made up of 3 community leaders and alumni. At the conclusion of their presentation, students field questions from the Board. Their grade is based on how well they have developed their project, made a fiscally sound case for its implementation, presented in a professional manner, and responded to the Board's questions.
Most health care systems today have a career advancement ladder that requires application of leadership skills. The nurse leader in today's health care organization is uniquely positioned to advocate for innovative practice changes, but this requires the skills necessary to guide their staff through advancement. One avenue to demonstrate this is to create and present a practice change proposal to a leadership panel. The steps required for this type of proposal closely resemble those in the Board Presentation assignment. Another example of application to practice is seen when nursing leaders need to justify a new or change in product for clinical use. A proposal and presentation to senior leadership similar to the class assignment are required.
The response from the Board panelists has been positive. They understand that nurses are prepared to focus on patient care issues and not always on the financial impact that projects can pose to an organization's fiscal health. They believe that the cost-benefit portion of the presentation, along with the SMART outcomes, ties into the organization's financial projections, providing students a better understanding of fiscal responsibility. In addition, requiring students to articulate their project in 10 minutes encourages them to be concise and focused; the unanticipated questions at the end provide an opportunity for them to use their critical thinking skills and "think on their feet." Overall, the Board panelists believe that this assignment helps to prepare students to advocate for change in a professional and confident way.
Presenting an evidence-based solution to a mock Board Presentation prepares students for real work experiences. As leaders, they will need to develop evidence-based proposals and present them for approval as well as mentor others with this process. Skills developed in the Board Presentation assignment enable students to apply knowledge gained while developing a deeper understanding of course relevance for practice. In using experiential learning, students go beyond concepts and delve into application, bridging the gap between academia and practice.
Acknowledgments
The authors thanks Pat Feola, MS, RN, director, Ambulatory Services, URMC, and Terence Griswold, MBA, ASA, CEO Empire Valuation Consultants, for their Board participation and support.