Enhanced Leadership Development Academy for RNs and NHAs in Long-term Care
Take this survey FIRST before you click the register button to determine your eligibility.This professional development course offers RNs and NHAs working in LTC an engaging on-line learning environment with an emphasis on practical application that will help you successfully lead your organization. 50 contact hours are available and an official certificate from MU is issued to those who complete the course. Complete the course at your pace with no travel required while staying connected in on-line conversations and discussions with others taking the course. Some of the topics include: Conflict Management; Leading and Sustaining Change; A Team Approach to QI with Guidance on PIPs; Financial Considerations for LTC Leaders; Creating & Leading PCC and much more.
We are available for the following:
- Meet with participants on a regular basis via phone call, or email.
- Commit to an ongoing mentoring relationship for at least one year, while the participants are enrolled in the ELDA and for 4 months post-graduation.
- Assist in socializing the participant into the specialty of LTC management, encouraging self-analysis and reflection.
- Serve as a professional role model to help participants see beyond the daily operational challenges to “what could/should be” and “how to get there”.
- Provide real-life, non-threatening support and serve as a "sounding board" as participants reflect upon their learning and begin to implement change in their facilities.
- Support and encourage the professional growth and development of participants: discuss their professional goals, reinforce their strengths, and offer suggestions for improvement.
Alexis Roam, MSN, RB-BC, QCP - Lead Faculty
Nursing Outreach, University of Missouri Extension
S222 Sinclair School of Nursing
University of Missouri
Columbia, MO 65211-4120
Office Phone: 573-882-0215
Cell Phone: 573-512-0816
Matt Younger, MHA, LNHA - Co-Lead Faculty
S222 Sinclair School of Nursing
University of Missouri
Columbia, MO 65211-4120
Shirley Farrah, RN, PhD - Program Director
Assistant Dean For Outreach Distance & Professional Clinical, Nursing Outreach, University of Missouri Extension
S266 Sinclair School of Nursing
University of Missouri
Columbia, MO 65211-4120
Office Phone: 573-882-0215
Todd Winterbower, BS - Education Coordinator
Program/Project Support Sr, Nursing Outreach, University of Missouri Extension
S266 Sinclair School of Nursing
University of Missouri
Columbia, MO 65211-4120
Office Phone: 573-882-0216
The purpose of the online Enhanced Leadership Development Academy (ELDA) is to prepare a cadre of RN nurse leaders and nursing home administrators (NHAs) in long term care (LTC) who can create and sustain improvement in their work settings through enhanced leadership skills. The curriculum, based upon complexity science, includes an emphasis on staff involvement, communication and teamwork, setting clear expectations and ensuring high standards of care. Better- prepared nurse leaders and NHAs contribute to higher quality of care to residents, improved risk management, increased retention and lower turnover of staff and a better bottom line for the facility.
Course Learning Outcomes and Objectives
Prepare a cadre of RN nurse leaders and nursing home administrators (NHAs) in long term care (LTC) who can create and sustain improvement in their work settings through enhanced leadership skills.
Upon successful completion of this program, you should be able to:
- Describe the critical role of the RN nurse leader in the nursing home.
- Strengthen the critical partnership between the NHA-RN dyad.
- Demonstrate key leadership competencies in her/his current professional role.
- Apply successful leadership strategies for creating and sustaining a high performing nursing home.
The ELDA is a self-paced, instructor supported online course. Participants may enroll at any time and have 12 months to complete the course.
Module 1: The Art and Science of Leadership and Management
Module 2: Coaching, Counseling, and Conflict
Module 3: Leading High Performing Teams in LTC
Module 4: Leading and Sustaining Change
Module 5: A Team Approach to QI
Module 6: Creating and Leading Person Centered Care
Module 7: Financial Considerations for Long-Term Care Leaders
Module 8: Staff Engagement and Meaningful Work
Module 9: Influencing Up
Module 10: Managing Different Generations
Module 11: The RN Role in Long-Term Care
By the end of the academy, you will complete the development of a Performance Improvement Plan (PIP) and a variety of other tools that can be used for implementation of effective leadership within your places of employment.
Any activities listed under the “Assignments” section in Canvas are designed for the purpose of providing information and opportunities for practice. These assignments will consist of short multimedia lessons including scenario-based exercises, games, and general information about various topics. Responses and feedback from the faculty can be expected within a week of submission.
Other learning activities might appear under the “Quizzes” section of Canvas. In most cases, these will be self-assessments or evaluations of the modules, not actual graded quizzes. The only graded quizzes will be the assessments at the end of the modules.
The off-line professional development assignments are considered as part of the time awarded for CE credit, as well as being required for course completion and the award of the official certificate from the University of Missouri.
By the end of this course, you will have the knowledge, skills, and tools to successfully lead teams through change within your organization. The goal is to provide a variety of exercises that will allow you to gain the knowledge that can be applied to real situations. All learning activities within each module will be required for successful completion of the program in order to earn CE hours.
Activities will be outlined on all of the Canvas pages within each module. Activities include:
- Assigned readings (books and articles)
- Self-assessments related to specific topics
- Reflection-based discussion board prompts
- Team-based discussion board prompts
- Interactive videos
- Bite-sized e-learning modules
- On-the-job implementation of key practices
Performance Improvement Plan (on-going throughout the academy)
Discussions on Canvas will be used to facilitate reflection, discussion, and feedback on each topic. Some discussions will occur in small groups, while others will be independent. Use the discussions as a means to network with colleagues and share knowledge.
You will be able to access discussions from the corresponding content pages within each module, and from most module menu pages. Most discussions will require you to respond to at least one peers’ post, but since the discussions are meant for collaboration and networking, you are welcome to engage in as much discussion as you would like.
Our discussion forums and course communications are important venues for exchanging ideas and promoting learning. Your instructor and fellow participants wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. Constructive criticism and questions are encouraged; however, you will be expected to remain professional and courteous in all of your posts. You are encouraged to comment, question or critique an idea, but you are not to attack an individual.
Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. As your instructor, I do reserve the right to delete any forum posts or blog entries I deem to be inappropriate for the course.
(Adapted from Online Teaching Foundations)
Feedback for Professional Development Activities
Given the nature of the ELDA, feedback will be provided throughout the program in place of actual grades or points. This professional development experience is designed for each task to build upon the next. It’s a progression of learning to assist in skill and behavioral leadership development.
Feedback will be provided as tasks are completed through comments in discussions and during the in-person sessions. The faculty and your colleagues will provide feedback and responses to support your professional development. You can expect feedback bi-weekly from faculty.
Assessments will include the pre- and post-assessments about each module, which are meant to serve as a reflective exercise to evaluate your personal knowledge and comfort level with the topics. The learning activities are intended to help you understand and practice how to apply the content to your everyday practice within your organization.
Textbook and Reading Materials
The following articles and books are required readings. Articles are provided within the course but the participant must purchase the two books from a seller of their choice.
Anderson, R., Ammarell, N., et.al. (2005). The power of relationships. Journal of Nursing Care Quality, 20(2), 103-106.
Ilgaz, Z. (2014, May 15). Conflict Resolution: When Should Leaders Step In? Retrieved
Lencioni, P. (2002). Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.
Rathgeber, H. & Kotter, J.P. (2006). Our Iceberg is Melting. Macmillan.
Sedgwick, D. (2013, May 20). Do You Share Financials with Staff? [Web blog post].
Retrieved May 7, 2018, from https://leadinglongtermcare.com/2013/05/20/do-you-share-financials-w-staff/
- You will be able to print a CE certificate after the successful completion of each module for the contact hours awarded for that module.
- Once you have successfully completed the entire course, you will receive documentation of completing this 50 hour official certificate course from the University of Missouri.
Additional Course Resources
The following sources were used to create the content for the modules and also include optional reading material:
Abrashoff, D.M. (2002). It’s Your Ship. Warner Books: New York, NY.
Anderson, R.A., Ammarell, N., Bailey, D.E., Colon-Emeric, C., Corazzini, K., Lekan-Rutledge, D., Piven, M.L., & Utley-Smith, Q. (2005). The power of relationship for high-quality long-term care. J Nurs Care Qual, 20(2), 103-106.
Anderson, R.A., Corazzini, K.N., & McDaniel, R.R., Jr. (2004). Complexity science and the dynamics of climate and communication: Reducing nursing home turnover. The Gerontologist, 44(3), 378-388.
Anderson, R.A. & McDaniel, R.R., Jr. (1999). RN participation in organizational decision making and improvements in resident outcomes. Health Care Manage Rev, 24(1), 7-16.
Anderson, R.A., Issel, L.M., & McDaniel, R.R., Jr. (2003). Nursing homes as complex systems: Relationship between management practice and resident outcomes. Nursing Research, 52(1), 12-21.
Kouzes, J.M. & Posner, B.Z. (2002). The Leadership Challenge (3rd ed). Jossey Bass: San Francisco, CA.
Studer. Q. (2003). Hardwiring Excellence: Purpose, Worthwhile Work, Making a Difference. Gulf Breeze, FL: Fire Starter Publishing.
Conflict Resolution: When Should Leaders Step In? (Forbes, 2014)
Cloke, K., J. Goldsmith, and W. Bennis. (2005). Resolving Conflicts at Work: Eight Strategies for Everyone on the Job. Rev. ed. Jossey-Bass: San Francisco, CA.
Deutsch, M. The Resolution of Conflict: Constructive and Destructive Processes. (1973). New Haven, CT: Yale University Press.
P. (2012, January 27). Tardiness: What does an effective supervisor do? Retrieved from https://www.youtube.com/watch?v=iSLkQH3RwWY
Patterson, K., J. Grenny, R. McMillan, and A. Switzler. (2005).Crucial Confrontations: Tools for Resolving Broken Promises, Violated Expectations, and Bad Behavior. New York: McGraw-Hill.
Self-Assessment 11.4: What Is Your Preferred Conflict Handling Style? (n.d.). Retrieved from http://highered.mheducation.com/sites/007040187x/student_view0/chapter11/self-assessment_11_4.html
AHRQ. TEAM STEPPS: Long Term Care Version. https://www.ahrq.gov/teamstepps/longtermcare/index.html
Chong, E. (2007). Role balance and team development: A study of team role characteristics underlying high and low performing teams. Institute of Applied Science, 202-217.
(2010, December 04). Stephen M R Covey on relationship trust and 13 behaviors of high trust people. Retrieved from Stephen M R Covey on relationship trust and 13 behaviors of high trust people.
(2016, October 25). What If You Could See Trust? Retrieved from What If You Could See Trust?
Heath. C. and Heath, D. (2010). Switch: How to Change Things When Change is Hard. New York, NY. Random House.
Kotter, J.P. (1996). Leading change. Boston, MA: Harvard Business School Press.
Wilcox, J., Kersh, B., and Jenkins, E. (2017). Motivational Interviewing for Leadership: MI LEAD. Gray Beach Publishing.
Harvard Business School. (2009). Managing Change: Pocket Mentor Series. Boston, MA. Harvard Business School Press.
Langley, G.L., Moen, R.D., Nolan. K.M., Nolan, T.W., Norman., C.L., and Provost, L.P. (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. San Francisco, CA: Jossey-Bass.
Bowers. B., Nolet., K., Roberts., T., Esmond. S. Implementing Change in Long Term Care: A Practical Guide to Transformation. National Nursing Home Quality Improvement Campaign. Excellence https://www.nhqualitycampaign.org/
(2009, December 16). Root Cause Analysis From Juran. Retrieved from Root Cause Analysis From Juran
Providigm and Medline. QAPI ToolKit. https://www.medline.com/media/mkt/pdf/ProvidigmQAPIToolkit.pdf
Baker, C. 2015. Developing Excellent Care for People Living with Dementia in Care Homes. Jessica Kingsley; London.
Baker, C. & Corrigan-Charlesworth, J. [Eds.]. 2017.Visiting the Memory Café and other Dementia Care Activities. Jessica Kingsley; London.
Brooker, D. 2007. Person Centered Dementia Care: making services better. Jessica Kingsley; London.
Dementia Initiative. 2013. Dementia Care: The Quality Chasm.
Downs, M. & Bowers, B. [Eds.]. 2nd Edition. 2014. Excellence in Dementia Care: Research into Practice. Open University Press; New York.
Kitwood, T. 2001. 3rd Edition. Dementia Reconsidered: the Person comes first. Open University Press: Buckingham, England.
Kowlanowski, A. 1999. An overview of the need- driven dementia compromised behavior model, 25 (9), 7-9.
Kovach,K, et al 2006. The serial trial intervention: an innovative approach to meeting needs of individuals with dementia. Journal of Gerontological Nursing,32(4),18- 27.
Kovach,K, Kelber,S, Simpson,M & Wells,T. 2006. Behaviors of nursing home residents with dementia: examining nurses’ response. Journal of Gerontological Nursing, 32(6), 13-21.
Sedwick, D. (2013). Do You Share Your Financials With Your Staff? https://leadinglongtermcare.com/2013/05/20/do-you-share-financials-w-staff/
Buckingham, M. and Coffman, C. (1999). New York, NY: Simon & Schuster
Cover, S.M.R. (2006). The Speed of Trust: One Thing That Changes Everything. New York, NY: Free Press.
(2010, February 11). First Follower: Leadership Lessons from Dancing Guy. Retrieved from First Follower: Leadership Lessons from Dancing Guy
Kelleher, B. (2013, August 20). Employee Engagement - Who's Sinking Your Boat? Retrieved May 15, 2018, from Employee Engagement - Who's Sinking Your Boat?
Mind Tools Content Team. Herzberg’s Motivator’s and Hygiene Factors. https://www.mindtools.com/pages/article/herzberg-motivators-hygiene-factors.htm
Meadowlark Hills. Mission and Vision. http://www.meadowlark.org/
Pink, H. D. (2011). Drive: The Surprising Truth About What Motivates Us. New York, NY: Riverhead Books.
Sinek, S. (2009). Start With Why: How Great Leaders Inspire Everyone to Take Action. New York, NY: Penguin Group.
RSA. (2010, April 01). RSA ANIMATE: Drive: The surprising truth about what motivates us. Retrieved from RSA ANIMATE: Drive: The surprising truth about what motivates us
Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). New York: Free Press.
Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York, N.Y.: Free Press.
Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press.
Brokaw, T. (2008). Boom!: Talking about the sixties: What happened, how it shaped today, lessons for tomorrow. New York: Random House Trade Paperbacks.
Brokaw, T. (2010). The greatest generation. New York: Random House, Paw Prints (imprint of Baker & Taylor Books).
Twenge, J. M. (2014). Generation me: Why todays young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Atria Paperback.
US Census Bureau. (n.d.). Decennial Census Datasets. Retrieved from https://www.census.gov/programs-surveys/decennial-census/data/datasets.2010.html
American Health Care Association (2014). American Health Care Association 2012 Staffing Report. Available at https://www.ahcancal.org/research_data/staffing/Documents/2012_Staffing_Report.pdf
Corazzini K, Anderson R, Mueller C, Hunt-McKinney S, Day L, Porter K. Understanding RN and LPN patterns of practice in nursing homes. J Nurs Regul. 2013; doi.org/10.1016/S2155-8256(15)30173-3.
Corazzini, N., K., Anderson, R., et al., (2011) Regulation of LPN scope of practice in long term care. Journal of Nursing Regulation, 2(2), 30-36.
Joint Commission (2019). National Patient Safety Goals: Nursing Care Center Available at https://www.jointcommission.org/assets/1/6/NPSG_Chapter_NCC_Jan2019.pdf
Seblega, B.K., Zhang, N.J., Unruh, L.Y., Breen, G.M., Paek, S.C., & Wan, T.H. (2010). Changes in nursing home staff staffing levels, 1997-2007. Medical Care Research Review, 67; 232-246.
Shin JH & Bae, SH (2012). Nurse Staffing, Quality of Care, and Quality of Life in U. S. Nursing Homes, 1996-2011 An Integrative Review Journal of Gerontological Nursing 38(12):46-53.
U.S. Department of Health and Human Services. Adverse Events in Skilled Nursing Facilities: National Incidence Among Medicare Beneficiaries (OIG Report OEI-06-11-00370). 2014. Available at https://oig.hhs.gov/oei/reports/oei-06-11-00370.pdf
Vogelsmeier, A., Anderson, RA., Anbari, A., Ganong, L., Farag, A., & Niemeyer, M. (2017). A qualitative study describing nursing home nurses sensemaking to detect medication order discrepancies. BMC Health Services Research, 17:531 DOI: 10.1186/s12913-017-2495-6
Vogelsmeier, A., Anbari, A., Ganong, L., Anderson, R., Oderda, L., Farag, A., & Madsen, R. (2015). Detecting Medication Order Discrepancies in Nursing Homes: How RNs and LPNs Differ. Journal of Nursing Regulation, 6(3), 48-56.
Vogelsmeier, A., Scott-Cawiezell, J., & Pepper, G. (2011). Medication reconciliation in nursing homes: Thematic differences between RN and LPN staff. Journal of Gerontological Nursing. 37, 56-63.
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Executive Order No. 38 — Academic Inquiry, Course Discussion and Privacy
Faculty allowing recording
University of Missouri System Executive Order No. 38 lays out principles regarding the sanctity of classroom discussions at the university. The policy is described fully in section 200.015 of the Collected Rules and Regulations. In this class, students may make audio or video recordings of course activity unless specifically prohibited by the faculty member. However, the redistribution of audio or video recordings of statements or comments from the course to individuals who are not students in the course is prohibited without the express permission of the faculty member and of any students who are recorded. Students found to have violated this policy are subject to discipline in accordance with provisions of section 200.020 of the Collected Rules and Regulations of the University of Missouri pertaining to student conduct matters.
Faculty not allowing recording
University of Missouri System Executive Order No. 38 lays out principles regarding the sanctity of classroom discussions at the university. The policy is described fully in section 200.015 of the Collected Rules and Regulations. In this class, students may not make audio or video recordings of course activity, except students permitted to record as an accommodation under section 240.040 of the Collected Rules. All other students who record and/or distribute audio or video recordings of class activity are subject to discipline in accordance with provisions of section 200.020 of the Collected Rules and Regulations of the University of Missouri pertaining to student conduct matters.
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