MU Enhanced Leadership Development Academy for Long-Term Care-RNs, NHAs, & SWs

  • Date: May 18, 2018 - Jan. 1, 2019
  • Format: blended
  • Continuing education units: 50.0
  • $500.00
  • This course is offered by:
    Nursing Outreach
For RNs, NHAs, & SWs from skilled nursing facilities, this professional development certificate program offers a proven curriculum to help you build the self-confidence, talents and persistence you need to lead a top performing team. In addition, through this 50 CE credit certificate program you'll gain enhanced knowledge and skills you can immediately apply to your work setting. The 2018 program is offered over 5 months, May to October. The course first and last days (May 18 and October 19) are required face-to-face sessions in Columbia, MO. The remainder of course is online. The program target audience includes RNs (you do not have to be a DoN), NHAs and Social Workers. We highly encourage the RN-NHA leadership team to enroll together to foster the team’s ability to make sustainable improvement in their organization. The course includes the Leadership Practices Inventory (LPI) - evidence-based leadership assessment instrument and professional development planning package with one on one consultation.


Your Instructors

We are available for the following:

  1. Meet with participants on a regular basis via phone call, or email. Alexis is available to all participants.
  2. 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.
  3. Assist in socializing the participant into the specialty of LTC management, encouraging self-analysis and reflection.
  4. 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”.
  5. 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.
  6. Support and encourage the professional growth and development of participants: discuss their professional goals, reinforce their strengths, and offer suggestions for improvement.

Expect to receive responses to emails within 48 hours and responses to on-line class participation bi-weekly or more. Faculty Associates will also contribute to the on-line learning environment and participate in discussions and be available to answer questions. Contact information is as follows:

Alexis Roam - Lead Faculty

Picture of Alexis RoamNursing Outreach, University of Missouri Extension

S222 Sinclair School of Nursing

University of Missouri

Columbia, MO 65211-4120

Office Phone: 573-882-0215

Fax: 573-884-4544

Cell Phone: 573-512-0816


De Minner, BSN, RN - Faculty Associate

No PictureCell Phone: 660-537-3204




Barb Primm, BSN, RN-BC, LNHA - Faculty Associate

No PictureCell Phone: 660-591-6398




Shirley Farrah, RN, PhD - Program Director

Picture of Shirley FarrahAssistant 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

Fax: 573-884-4544



Todd Winterbower, BS - Education Coordinator

Picture of Todd WinterbowerProgram/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

Fax: 573-884-4544


Course Description

The purpose of the Enhanced Leadership Development Academy (ELDA) is to prepare a cadre of RN nurse leaders, nursing home administrators (NHAs), and social workers (SW)/social service designee (SSD) 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 Objectives

Upon successful completion of this program, you should be able to:

  1. Describe the critical role of the RN nurse leader in the nursing home.
  2. Strengthen the critical partnership between the NHA-RN dyad.
  3. Demonstrate key leadership competencies in her/his current professional role. 
  4. Apply successful leadership strategies for creating and sustaining a high performing nursing home.

Course Organization

The ELDA will provide a blended learning experience that will include in-person and virtual learning experiences. The program will consist of two in-person, full day sessions (the first day on May 18 and the last day on October 19), and the rest of the experience will be facilitated online via Canvas for a total of 50 hours.

On day one, participants will explore the application of principles from complexity science (information exchange, cognitive diversity, and connections among staff) as a way to promote desired change and enable leadership to transform a low performing nursing into a high performing nursing home, capable of sustained change. This session will apply the concepts of complexity science as it relates to leadership, and will provide essential skills, tools, and insights into the RN and NHA role in leading a high performing nursing home. Participants will also engage in introductions and gain a course overview of the program and expectations.

The topics for the online portion of the program will be organized into modules on Canvas. Each module will have an introduction and menu for easy navigation across the pages. Each module will begin with a self-assessment, an activity to connect to the required readings (if any), followed by a variety of multimedia and skill building exercises including videos, on-the-job exercises, and collaborative discussion boards, etc. The multimedia exercises will help you gain knowledge of the topics, and the skill building exercises will provide opportunities for you to put the knowledge to use. The modules will conclude with a post-assessment and evaluation.

  • Day 1 In-Person Session (6 hrs)
    • May 18
  • Module 1: The Art and Science of Leadership and Management
    • ~2 weeks to complete, 4 hours of contact time
  • Module 2: Coaching, Counseling, and Conflict
    • ~2 weeks to complete, 4 hours of contact time
  • Module 3: Leading High Performing Teams in LTC
    • ~2 weeks to complete, 4 hours of contact time
  • Module 4: Leading and Sustaining Change
    • ~2 weeks to complete, 4 hours of contact time
  • Module 5: A Team Approach to QI
    • ~2 weeks to complete, 5 hours of contact time
  • Module 6: Creating and Leading Person Centered Care
    • ~2 weeks to complete, 4 hours of contact time
  • Module 7: Financial Considerations for Long-Term Care Leaders
    • ~2 weeks to complete, 3 hours of contact time
  • Module 8: Staff Engagement and Meaningful Work
    • ~2 weeks to complete, 4 hours of contact time
  • Module 9: Influencing Up
    • ~2 weeks to complete, 3 hours of contact time
  • Module 10: Managing Different Generations
    • ~2 weeks to complete, 3 hours of contact time
  • Last Day In-Person Graduation (6 hrs)


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 CEUs, 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 program, 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 CEU 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 elearning modules
  • On-the-job implementation of key practices

Performance Improvement Plan (on-going throughout the academy)


Participant introductions will occur on the first day of the program during the in-person session. Therefore, 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’d 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 (Links to an external site.), 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 will be provided for readings:

Module 1
Anderson, R., Ammarell, N., (2005). The power of relationships. Journal of Nursing Care Quality, 20(2), 103-106.
Module 2
Ilgaz, Z. (2014, May 15). Conflict Resolution: When Should Leaders Step In? Retrieved May 7, 2018, from
Module 3
Lencioni, P. (2002). Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.
Module 4
Rathgeber, H. & Kotter, J.P. (2006). Our Iceberg is Melting. Macmillan.
Module 7
Sedgwick, D. (2013, May 20). Do You Share Financials with Staff? [Web blog post]. Retrieved May 7, 2018, from

Course Completion

Upon successful completion of the course, you will receive:

  1. Printed certificate from the University of Missouri
  2. Award of CEUs for NHA, Nurses, and SW

Additional Course Resources

The following sources were used to create the content for the modules and also include optional reading material:

Module 1

  • 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.

Module 2

  • Conflict Resolution: When Should Leaders Step In? (Forbes, 2014)
  • Cloke, K., J. Goldsmith, and W. Bennis. (2005). Resolving Conlicts 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
  • 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

Module 3

  • AHRQ. TEAM STEPPS: Long Term Care Version.
  • 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.
  • S. (2010, December 04). Stephen M R Covey on relationship trust and 13 behaviors of high trust people. Retrieved from
  • S. (2016, October 25). What If You Could See Trust? Retrieved from

Module 4

  • 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.

Module 5

  • CMS. QAPI Website.
  • 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
  • J. (2009, December 16). Root Cause Analysis From Juran. Retrieved from
  • Providigm and Medline. QAPI ToolKit.

Module 6

  • 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

Module 7

  • 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.
  • Kelleher, B. (2013, August 20). Employee Engagement - Who's Sinking Your Boat? Retrieved May 15, 2018, from
  • Mind Tools Content Team. Herzberg’s Motivator’s and Hygiene Factors.
  • Meadowlark Hills. Mission and Vision.
  • 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

Module 8

Module 9

  • 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.

Module 10

  • 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

Technical Requirements

For the best user experience, we recommend you use Google Chrome (63/64) as your browser.

Canvas works well with many mobile devices. See Getting Started with Canvas (insert link to page) for short tutorial videos and app download instructions.

You can find more information on technical requirements on the Canvas website (Links to an external site.)Links to an external site..

For technical support, please contact Customer Support.

General as well as course-specific technical skills learners must have to succeed in the course are specified.

Learners are provided with detailed, clearly worded information regarding the technologies they will need throughout the course. The word “technologies” covers a wide range, including hardware, software, subscriptions, and plug-ins. Examples of technical skills might include

  1. Using the learning management system (Canvas)
  2. Using email with attachments
  3. Creating and submitting files in commonly used word processing formats
  4. Copying and pasting
  5. Downloading and installing software
  6. Using spreadsheet programs
  7. Using presentation and graphics programs (e.g., PowerPoint)

Academic Integrity

Academic integrity is fundamental to the activities and principles of a university. All members of the academic community must be confident that each person's work has been responsibly and honorably acquired, developed and presented. Any effort to gain an advantage not given to all students is dishonest whether or not the effort is successful. The academic community regards breaches of the academic integrity rules as extremely serious matters.

Statement on academic integrity

Intellectual Pluralism

The university community welcomes intellectual diversity and respects student rights. Students who have questions or concerns about the atmosphere in this class, including respect for diverse opinions, may contact the departmental chair or divisional director, the director of the Office of Academic Integrity, or the MU Office for Civil Rights and Title IX.

Statement on intellectual pluralism

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.

Those students who are permitted to record are not permitted to redistribute audio or video recordings of statements or comments from the course to individuals who are not students in the course 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.


If you need special accommodations because of a disability, or if you need materials in an alternative format, please inform your instructor or contact Customer Support .