Veidlapa Nr. M-3 (8)
Study Course Description
Leadership and Effective Change Management in Health Care
Course Code
MDAK_354
Branch of Science
Clinical medicine
ECTS
3.00
Target Audience
Nursing Science
LQF
Level 7
Study Type And Form
Full-Time
Study Course Implementer
Course Supervisor
Agita Melbārde-Kelmere
Structure Unit Manager
Kristaps Circenis
Structural Unit
Department of Nursing and Obstetric Care
Contacts
Riga, 26a Anninmuizas boulevard, mdak@rsu.lv, +371 67061568
About Study Course
Objective
The course aims to raise awareness among nurses and midwives of leadership in healthcare by introducing modern leadership theories, styles, models and their practical applications. Students will develop the skills to analyse, understand and apply different patterns of care, as well as learn simulation techniques as an effective tool for learning and professional development. The course strengthens leadership and research competencies by fostering the ability to apply evidence-based approach, critical thinking and innovative solutions to healthcare leadership.
The course also develops the skills to manage and integrate diversity into the work environment, fosters a respectful culture of mutual relations and strengthens personal efficiency in the management and research work of health teams.
Preliminary Knowledge
General psychology, basics of social sciences, economics and organisational management, transcultural care.
Learning Outcomes
Knowledge
1.As a result of learning the study course, students will acquire knowledge of modern leadership and leadership theories, styles and models, their application to healthcare organisations and nurses. Students will understand the principles of decision-making, problem-solving and critical thinking required for effective professional activity and change management in healthcare.
Individual work and tests
Self-assessment tests by videolectures • Nurse as mentor or health coaching
2.Students will gain knowledge of the role of the nurse as a systemic thinker and results-oriented leader, as well as the organisational and legal aspects that define the professional autonomy, responsibility and management responsibilities of the nurse.
Individual work and tests
Professional autonomy mapping
3.There will be an in-depth understanding of the principles of patient safety culture and quality management, the importance of interdisciplinary cooperation, health coaching and communication methods, as well as the role of goal setting and reflexive practice in professional development.
Individual work and tests
Leadership activities in professional and academic life
4.Students will also gain knowledge of the role of research in leadership and development of evidence-based practices, able to understand how scientific evidence and innovation contribute to professional development, quality development and effective change management in healthcare.
Individual work and tests
Leadership activities in professional and academic life
Skills
1.As a result of learning the study course, students will be able to plan, organise and manage change processes within the healthcare team using goal-setting, reflexive placement and coaching methods (SMART, GROW, etc.) for the purpose of professional development and improving the quality of patient care.
Individual work and tests
Development of a personal development plan
2.Students will be able to apply critical thinking and decision-making skills by analysing difficult situations and making evidence-based, ethically sound decisions in healthcare practices.
3.The study process will develop the skills to effectively plan and use working time and resources, organise teamwork, and promote a positive and results-oriented work culture.
Individual work and tests
Development of a personal development plan
4.Students will be able to work together on an interdisciplinary team, implementing principles of joint decision-making and patient-centred care. They will learn health coaching and professional communication skills that contribute to patient motivation, likability and team efficiency.
Individual work and tests
Nurse as mentor or health coaching
5.During the study course, students will also develop reflection and self-assessment skills, being able to identify their strengths, analyse professional development needs and develop a personal growth plan.
6.Students will be able to use research results, data and evidence in professional decision-making by developing innovative approaches and solutions to healthcare practices.
Competences
1.After completing the study course, the students will be able to evaluate employee motivation, analyse personnel management and psychological processes in an organisation, conduct effective change management, implement organisational strategy and develop individual personality. Students will be able to ensure the quality and development of nursing practice by continuous evaluation, maintenance and development of their knowledge and skills. Students will be able to create a positive working environment, which is focused on achievement and growth, and to build and maintain a representative choice of the profession by ensuring active and effective participation of each individual. The ability to manage resources for ensuring care work, as well as work as part of an interdisciplinary team will be developed. Students will develop the ability to understand, demonstrate and interpret concepts, thoughts, feelings, opinions, and to use information technologies confidently and critically (safely) both at work and in their leisure time. Students will be able to conduct research in leadership and to create innovation in the provision of care work.
Individual work and tests
Professional autonomy mapping
2.Demonstrates understanding of a nurse’s professional autonomy, its role in healthcare, and linking to patient safety and quality of care. Analyses and compares various aspects of autonomy, including clinical decision-making, ethical responsibility, team collaboration and professional boundaries. Theoretical models and guiding principles shall be applied to justify the importance of autonomy in practice by integrating examples from experience or literature. Critical consideration shall be given to factors affecting the autonomy of the nurse, including organisational, legal, cultural and interprofessional aspects of cooperation. Reflects the ability to produce reasoned and logically structured text using professional language, academic writing style and a correct reference system. Shows attitudes towards professional responsibility and leadership, reflecting ethical and cultural sensitivity skills required in the role of modern sisterhood.
Individual work and tests
Professional autonomy mapping • Development of a personal development plan • Leadership activities in professional and academic life
3.As a result of the study course, students will be able to integrate principles of leadership, research and change management into professional activities by providing quality, safe and patient-centred healthcare.
4.Students will be able to demonstrate professional autonomy and responsibility by leading the healthcare team, delegating tasks, evaluating work outcomes and promoting the professional development of colleagues
5.Students will be able to build and maintain a respectful, ethical and inclusive work environment that respects diversity and encourages collaboration between team members and patients.
Individual work and tests
Nurse as mentor or health coaching
6.Students will also be able to plan and implement their professional and academic development, creating new opportunities for education, research and professional activities in the field of Nursing and strengthening leadership capacity in the healthcare sector.
Individual work and tests
Leadership activities in professional and academic life
Assessment
Individual work
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Development of a personal development plan |
20.00% from total grade
|
10 points
|
|
Type of test: Individual work (in a lesson and e-learning environment) related topic: Professional development of the nurse-leader: goal management, mentoring skills and the role of reflection in the process of change job description: Students are developing a personal development plan, formulating SMART goals to improve their leadership and professional autonomy. The work includes self-assessment, development direction-setting, resource analysis and a mentoring/coaching activity plan. The development of the work should follow the guidelines for the productive and ethical use of artificial intelligence (AI/AI), ensuring personal data protection and academic integrity. Evaluation criteria:
rated competence and skills:
|
||
|
2.
Professional autonomy mapping |
20.00% from total grade
|
10 points
|
|
Type of test: Practice (lesson) Related topic: Organisational and planning principles for healthcare: professional autonomy and employment relationship implementation in sister practice job description: Students analyse the concept of professional autonomy and apply it to practical situations in the context of healthcare. A mapping of aspects of professional autonomy is carried out, linking it to patient safety, ethics and regulatory frameworks. The development of the work should follow the guidelines for the productive and ethical use of artificial intelligence (AI/AI), ensuring personal data protection and academic integrity. Competences and skills to be assessed:
|
||
|
3.
Nurse as mentor or health coaching |
20.00% from total grade
|
Test
|
|
fitness coaching practice Folder Test Type: Practical task (worksheets) Associated topic: Job description of the health coaching skills in the professional practice of the nurse: Students practically apply coaching and communication methods (Roosevelt method, GROW, FACE, etc.) by filling out worksheets, analysis of situations and reflection. The task develops coaching thinking, motivation and communication skills. Evaluation: Test (required for completion of the course) competences and skills to be assessed:
|
||
|
4.
Leadership activities in professional and academic life |
40.00% from total grade
|
10 points
|
|
Type of test: Reflective summary/presentation Related topic: Assessment of a new nursing curriculum Description of work: Students provide information on the knowledge acquired during the course and their role in professional development, as well as make and formulate proposals for the creation or improvement of a new vocational training programme in the field of Nursing. The development of the work should follow the guidelines for the use of productive and ethical artificial Intelligence (AI/AI), ensuring personal data protection and academic integrity of the competences and skills to be assessed:
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Examination
|
Title
|
% from total grade
|
Grade
|
|---|---|---|
|
1.
Self-assessment tests by videolectures |
0.00% from total grade
|
Test
|
|
Type of test: Test (e-learning environment) related lectures:
job description: Students answer theoretical and situation-based questions by examining understanding of the principles of leadership, leadership, decision-making and critical thinking in healthcare. Rating: Test (required to complete course) |
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Study Course Theme Plan
FULL-TIME
Part 1
-
Lecture
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Modality
|
Location
|
Contact hours
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|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Twenty-first century thinking about leadership and leadership, decision-making, problem-solving and critical thinking in nursing.
Description
The videotape introduces modern leadership and leadership approaches to healthcare, particularly highlighting their importance to the nursing profession. The traits of 21st-century leadership – the ability to make evidence-based decisions, solve complex problems and develop critical thinking in an interprofessional team – are analysed. The emphasis has been on reflective thinking, diversity management and a flexible, patient-centric management style in a dynamic healthcare environment. |
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Lecture
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Nurseas a systemic thinker, expert in human-centred care and change management.
Description
The videotape looks at the role of the nurse as a systemic thinker who sees healthcare processes in a wider context – from understanding individual patient needs to the organisation’s strategic goals. Students analyse how professional competence, a results-oriented approach and interdisciplinary cooperation contribute to quality of care, patient safety and organisational development. |
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Lecture
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
Off site
|
Video
|
2
|
Topics
|
Field story: Nursing leadership: Research and Advocacy fo People with Intelectual Disability
Description
The video story reveals her sister’s role as a researcher, leader and defender, working with people who have impaired intelligence. Students get to know real-world situations and research experiences that show how a nurse can influence change at an individual and systemic level, championing patients "rights and promoting inclusive, respectful care. Emphasis has been placed on the integration of Nursing Management and Research into professional practice. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
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Topics
|
Organisational and planning principles of healthcare: implementation of professional autonomy and employment relationships in sister practice
Description
The lesson aims to raise students’ awareness of the organisational structures and planning principles of healthcare, as well as the legal framework and professional autonomy in nursing practice. Students acquire the skills to analyse regulatory aspects, plan work processes and implement professional responsibility in compliance with ethical and quality standards. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
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|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Role of nurse-leader in timekeeping and personnel management: challenges and solutions to workforce provision in healthcare
Description
Develop students’ understanding of effective time and work planning in the role of nurse manager, understand the challenges of staffing provision in healthcare, and promote strategic thinking when dealing with staffing recruitment and retention issues. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Professional growth of the nurse-leader: goal management, mentoring skills and the role of reflection in the process of change
Description
The lesson focuses on the principles of professional development and self-development in the context of sisterly leadership. Students get to know the methods of goal-setting, mentoring and coaching (such as SMART and GROW), as well as the role reflexive practice plays in the leader’s development. It is analysed how these approaches contribute to change management, professional excellence and improving the quality of patient care. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Implementing different models of care in healthcare practice
Description
In a simulated lesson, students practically apply theoretical knowledge of team collaboration and a culture of shared decision-making. Communication, collaboration and leadership skills are being coached through patient-centred care. The simulation environment enables you to experience realistic situations, reflect and improve professional performance safely. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
-
|
2
|
Topics
|
Implementing different models of care in healthcare practice
Description
In a simulated lesson, students practically apply theoretical knowledge of team collaboration and a culture of shared decision-making. Communication, collaboration and leadership skills are being coached through patient-centred care. The simulation environment enables you to experience realistic situations, reflect and improve professional performance safely. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Patient safety culture and quality management in care.
Description
The lesson provides an understanding of the cultural importance of patient safety and the principles of quality management in healthcare. Students analyse risk management techniques, quality monitoring mechanisms and leadership roles in providing safe, effective care. Emphasis has been placed on the introduction of evidence-based practices and continuous quality improvement. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Health coaching skills in nursing professional practice: communication, motivation and patient engagement in care.
Description
In the lesson, students develop health coaching skills by improving their ability to communicate effectively with patients, colleagues and teams. Practical methods (such as the Roosevelt method, FACE structure) are used to train motivational conversations and encourage patient participation. The lesson is based on practical experience, self-reflection and analysis of real situations. |
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Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Nursing and professional development pathway, creation of new education and professional opportunities
Description
The final lecture promotes students’ understanding of their sister’s career development opportunities, the role of leadership in nursing development and the integration of research into practice. Students reflect on their professional pathway, strengths and potential, identifying new directions in education, research and professional activity in modern healthcare. Within the framework of the study course, students provide insights and proposals regarding the necessity of a new/existing vocational training programme, as well as evaluate the prospects for developing the role of nurse-leader based on the knowledge, skills and experience gained during the course. |
-
Class/Seminar
|
Modality
|
Location
|
Contact hours
|
|---|---|---|
|
On site
|
Study room
|
2
|
Topics
|
Health coaching skills in nursing professional practice: communication, motivation and patient engagement in care.
Description
In the lesson, students develop health coaching skills by improving their ability to communicate effectively with patients, colleagues and teams. Practical methods (such as the Roosevelt method, FACE structure) are used to train motivational conversations and encourage patient participation. The lesson is based on practical experience, self-reflection and analysis of real situations. |
Total ECTS (Creditpoints):
3.00
Contact hours:
24 Academic Hours
Final Examination:
Exam
Bibliography
Required Reading
1.
Greta G. Cummings, Sarah Lee, Kaitlyn Tate, et.al. The essentials of nursing leadership: A systematic review of factors and educational interventions influencing nursing leadership. International Journal of Nursing Studies. Volume 115, 2021, 103842, ISSN 0020-7489, https://doi.org/10.1016/j.ijnurstu.2020.103842.Suitable for English stream
2.
Danisha Jenkins, Candace Burton, Dave Holmes. 2021 (Re)defining nursing leadership: On the importance of parrhèsia and subversion. Journal of Nursing Management. Volume 30, Issue7. October 2022. Pages 2147-2153Suitable for English stream
3.
Suliman M., Almansi S., Mrayyan M., et.al. Effect of nurse managers’ leadership styles on predicted nurse turnover. Nursing Management, 2020Suitable for English stream
4.
Jacopo Fiorini, Francesco Zaghini, Alice Mannocci, Alessandro Sili. Nursing leadership in clinical practice, its efficacy and repercussion on nursing-sensitive outcomes: A cross-sectional multicentre protocol study. Journal of Nursing management. Volume30, Issue7. October 2022. Pages 3178-3188Suitable for English stream
5.
Rouhi-Balasi L, Elahi N, Ebadi A, Jahani S, Hazrati M. Professional Autonomy of Nurses: A Qualitative Meta-Synthesis Study. Iran J Nurs Midwifery Res. 2020 Jun 17;25(4):273-281. doi: 10.4103/ijnmr.IJNMR_213_19. PMID: 33014737; PMCID: PMC7494166.Suitable for English stream
6.
Schippers M.C, Morisanio D., Locke E.A., et.al. Writing about personal goals and plans regardless of goal type boosts academic performance. Contemporary Educational Psychology, 60, 2020, 101823Suitable for English stream
7.
van Diggele C, Burgess A, Roberts C, Mellis C. Leadership in healthcare education. BMC Med Educ. 2020 Dec 3;20(Suppl 2):456. doi: 10.1186/s12909-020-02288-x. PMID: 33272264; PMCID: PMC7712520.Suitable for English stream
8.
Pishgooie AH, Atashzadeh-Shoorideh F, Falcó-Pegueroles A, Lotfi Z. Correlation between nursing managers' leadership styles and nurses' job stress and anticipated turnover. J Nurs Manag. 2019 Apr;27(3):527-534. doi: 10.1111/jonm.12707. Epub 2018 Nov 19. PMID: 30136322.Suitable for English stream
9.
Pursio K, Kankkunen P, Sanner-Stiehr E, Kvist T. Professional autonomy in nursing: An integrative review. J Nurs Manag. 2021 Sep;29(6):1565-1577. doi: 10.1111/jonm.13282. Epub 2021 Feb 26. PMID: 33548098.Suitable for English stream
10.
Farokhzadian J, Miri S, Doostkami M, Rezahosseini Z, Shahrbabaki PM. Promoting the psychosocial and communication aspects of nursing care quality using time management skills training. J Educ Health Promot. 2020 Dec 29;9:361. doi: 10.4103/jehp.jehp_549_20. PMID: 33575397; PMCID: PMC7871930.Suitable for English stream
11.
Vizeshfar F, Rakhshan M, Shirazi F, Dokoohaki R. The effect of time management education on critical care nurses' prioritization: a randomized clinical trial. Acute Crit Care. 2022 May;37(2):202-208. doi: 10.4266/acc.2021.01123. Epub 2022 Apr 28. PMID: 35545237; PMCID: PMC9184972.Suitable for English stream
Additional Reading
1.
Grubaugh M.L., Flynn L. Relationships Among Nurse Manager Leadership Skills, Conflict Management, and Unit Teamwork. Journal of Nursing Administration. 58(7)383-88., 2018Suitable for English stream
2.
Weaver, S., Lindgren, T.G., Cadmus, E., Flynn, E., Thomas-Hawkins, C. Report From the Night Shift: How Administrative Supervisors Achieve Nurse and Patient Safety. NUrsing Administration Quarterly.41(4):328-36., 2017Suitable for English stream
3.
Palweni VS, Malesela JM, Randa MB. Nurse managers' leadership styles as an impetus to patient safety in an academic hospital. Health SA. 2023 Oct 25;28:2344. doi: 10.4102/hsag.v28i0.2344. PMID: 37927940; PMCID: PMC10623474.Suitable for English stream
4.
Scott A, Timmons S. Tensions within management roles in healthcare organisations. Nurs Manag (Harrow). 2017 Mar 30;24(1):31-37. doi: 10.7748/nm.2017.e1569. PMID: 28357933.Suitable for English stream
5.
Labrague LJ, Nwafor CE, Tsaras K. Influence of toxic and transformational leadership practices on nurses' job satisfaction, job stress, absenteeism and turnover intention: A cross-sectional study. J Nurs Manag. 2020 Jul;28(5):1104-1113. doi: 10.1111/jonm.13053. Epub 2020 Jun 16. PMID: 32453901.
6.
Zaghini F, Fiorini J, Piredda M, Fida R, Sili A. The relationship between nurse managers' leadership style and patients' perception of the quality of the care provided by nurses: Cross sectional survey. Int J Nurs Stud. 2020 Jan;101:103446. doi: 10.1016/j.ijnurstu.2019.103446. Epub 2019 Oct 7. PMID: 31670220.Suitable for English stream
7.
Poškutė M, Bartkienė A, Fatkulina N, Gefenas E. The contribution of professional autonomy in advancing ethical behaviour: A narrative review of studies in nursing. J Nurs Manag. 2022 Oct;30(7):2301-2307. doi: 10.1111/jonm.13842. Epub 2022 Oct 17. PMID: 36192841.Suitable for English stream
8.
Reinhard U.S, Kunzc E., Rolfb P. Effects of proactive decision making on life satisfaction. European Journal of Operational Research. 280 (3), 2020, 1171-1187Suitable for English stream
9.
González-García A, Pinto-Carral A, Marqués-Sánchez P, Quiroga-Sánchez E, Bermejo-Martínez D, Pérez-González S. Characteristics of Nurse Managers' Conflict Management Competency. A Systematic Review. J Adv Nurs. 2025 Apr;81(4):1717-1733. doi: 10.1111/jan.16600. Epub 2024 Nov 29. PMID: 39611216; PMCID: PMC11896825.Suitable for English stream
10.
Mutlu H, Baykara Mat ST. Accreditation through the eyes of nurse managers: an infinite staircase or a phenomenon that evaporates like water. J Health Organ Manag. 2025 Jun 30. doi: 10.1108/JHOM-01-2025-0029. Epub ahead of print. PMID: 40574247.Suitable for English stream
11.
Raso R, Bowers D, Masick K, Fitzpatrick JJ. Two Relational Leadership Styles as Predictors of Healthy Work Environments. J Nurs Adm. 2025 Apr 1;55(4):192-198. doi: 10.1097/NNA.0000000000001559. PMID: 40146722.Suitable for English stream
Other Information Sources
1.
Society Human Resource Management. Developing and Sustaining High-Performance Work Teams. 2018Suitable for English stream
2.
Perlo J., Balik B., Swensen S., et.al. IHI Framework for Improving Joy in Work. IHI White Paper. Cambridge, Massachusetts: Institute for Healthcare Improvement. 2017Suitable for English stream
3.
Sherman, R.O. Leadership Resiliency. American Nurse Today. 2018, 13 (9), 26-8.Suitable for English stream
4.
Seligman, M.E.P. The Hope Circuit: A Psychologist’s Journey from Helplessness to Optimism. New Yourk: Hatchett. 2017Suitable for English stream
5.
Hurst, D.J. Mitigating moral distress in nursing. 2017Suitable for English stream
6.
Kovejs S.R. Ļoti veiksmīgu cilvēku 7 paradumi. Rīga, Zvaigzne ABC, 2018
7.
Hurst, D.J. Mitigating moral distress in nursing. 2017Suitable for English stream
8.
Safety Strategies Every Nurse Leader Needs to KnowSuitable for English stream
9.
Ramalingam B., Nabarro D., Oqubuy A., CarnallD.R., Wild L. 5 Principles to Guide Adaptive Leadership. 2020Suitable for English stream
10.
Sherman R.O., Cohn, T.M. Why your nursing networks matter. American Nurse, 2018, 1-3Suitable for English stream
11.
Bernacki M.L., Greene J.A., Crompton H. Mobile technology, learning, and achievement: Advances in understanding and measuring the role of mobile technology in education Contemporary Educational Psychology, 101827, 2020Suitable for English stream
12.
Four Time Management Strategies For All LeadersSuitable for English stream
13.
Don’t Let Bad Time Management Undermine Your LeadershipSuitable for English stream
14.
Narrative Nursing Leadership “Story Telling” and Constructs of Authentic Nursing Leadership