NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS – Discussion 1 (Grading Rubic and Media Attached)

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Discussion: Introduction to the Planning Process

The nursing process provides a cornerstone for care. Engaging in assessment, diagnosis, planning, implementation, and evaluation helps to move the patient from his or her current state toward a desired outcome.

How does this correlate with the strategic planning process?

In this Discussion, you examine similarities and differences between the nursing process and strategic planning. You also consider why it is important for a nurse leader-manager to be familiar with the planning hierarchy and to apply business principles to promote strategic change at the organizational or systems level.


To prepare:

Review the information related to the nursing process and the strategic planning process addressed in Chapter 4 of the Sare and Ogilvie text and the other Learning Resources. Think about how the nursing process is similar to and different from the strategic planning process.

Reflect on the value of nurse leader-managers’ contributions to strategic planning, as discussed by Dr. Huston in this week’s media.

Using the Walden library, identify an example from the literature that demonstrates why it is beneficial for nurse leader-managers to be familiar with the planning hierarchy and why they should be engaged in strategic planning in addition to and in contrast with operational planning.


Post an explanation of how you view the similarities and differences between the nursing process and the strategic planning process. Share an example from the literature that demonstrates why it is beneficial for nurse leader-managers to be aware of the planning hierarchy and why they should be engaged in strategic planning in addition to and in contrast with operational planning.

Read a selection of your colleagues’ responses.

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Ask a probing question, substantiated with additional background information or research.

Share an insight from having read your colleagues’ postings, synthesizing the information to provide new perspectives.

Validate an idea with your own experience and additional resources.


Required Readings

Marquis, B. L., & Huston, C. J. (2015). Leadership roles and management functions in nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Chapter 7, “Strategic and Operational Planning” (pp. 138–161)

(Note: You may have read this in a previous course.)

This chapter describes the planning hierarchy and provides foundational information on strategic planning. As you read, think about distinctions between strategic and operational planning, as well as why a nurse leader-manager needs to be aware of and engaged in both.

Sare, M. V., & Ogilvie, L. (2010). Strategic planning for nurses: Change management in health care. Sudbury, MA: Jones and Bartlett.

“Introduction” (pp. xiii–xiv)

Chapter 1, “Why Nursing Needs Strategic Planning: Professional Empowerment in the New Millennium” (pp. 3–16)

Chapter 2, “The Healthcare Habitat: The Evolving Professional Home of Nursing” (pp. 17–40)

Chapter 3, “The Business That We Find Ourselves In” (pp. 41–53)

Chapter 4, “Just What Is Strategic Planning?” (pp. 57–82)

Chapter 1 sets the context for why strategic planning is important for nurses and introduces key terms, while Chapter 2 addresses the evolving landscape of healthcare. Chapter 3 explores the merging of nursing care and business, as well as developments leading up to the current business model of care. Chapter 4 examines the nursing process and strategic planning.

Carney, M. (2009). Enhancing the nurses’ role in healthcare delivery through strategic management: Recognizing its importance or not? Journal of Nursing Management, 17(6), 707–717.

Retrieved from the Walden Library databases.

The author examines the importance of strategic planning for nurse leader-managers and the extent to which nurses have adopted strategic planning into language and self-perception.

Fairholm, M. R., & Card, M. (2009). Perspectives of strategic thinking: From controlling chaos to embracing it. Journal of Management and Organization, 15(1), 17–30.

Retrieved from the Walden Library databases.

This article addresses strategic planning and strategic thinking,which can be used to fill the gaps of strategic planning.

Lafley, A. G., Martin, R. L., Rivkin, J. W., & Siggelkow, N. (2012). Bringing science to the art of strategy: Leaders rarely succeed in marrying empirical vigor and creative thinking. Here’s how they could do better. Harvard Business Review, 90(9), 56–66.

Retrieved from https://cb.hbsp.harvard.edu/cbmp/pl/57319184/57319186/32e10ac6b49a087fb3f3b290416c5148

This article outlines how to blend creativity with a scientific method to succeed in strategic planning.

Paul, J., Charles, T., & Davis, S. (2011). Plan for success. An effective planning cycle can reap big rewards. Marketing Health Services, 31(4), 13–15.

Retrieved from the Walden Library databases.

This article describes the planning process used by Geisinger Health System.

Peled, R., & Schenirer, J. (2009). Healthcare strategic planning as part of national and regional development in the Israeli Galilee: A case study of the planning process. Health Information Management Journal, 38(3), 43–50.

Retrieved from the Walden Library databases.

This case study demonstrates the application of three phases of strategic planning to optimally allocate scarce resources.

American Nurses Association. (2012b). The nursing process. Retrieved from http://nursingworld.org/EspeciallyForYou/What-is-Nursing/Tools-You-Need/Thenursingprocess.html

This item outlines the nursing process, which is a foundation for nurses in varying roles and different settings. The nursing process involves assessment, diagnosis, outcomes/planning, implementation, and evaluation.

Authenticity Consulting. (n.d.a). All about strategic planning. Retrieved March 8, 2013, from http://managementhelp.org/strategicplanning/index.htm

View the description of strategic planning.

Harvard Business Review. (2013). HBR blog network. Retrieved from http://blogs.hbr.org

Search for and read blog posts related to strategic planning.

Healthy People 2020. (n.d.). Retrieved January 28, 2012, from http://healthypeople.gov/2020/default.aspx

View the information related to health care-related issues in the United States and consider their significance for strategic planning.

Institute of Medicine of the National Academies. (n.d.).Retrieved January 28, 2012, fromhttp://www.iom.edu

Search this site for information related to the current health care environment and strategic planning.

National Institute of Nursing Research. (2011). Bringing science to life: NINR strategic plan. Retrieved from http://www.ninr.nih.gov/AboutNINR/NINRMissionandStrategicPlan

Read the information related to strategic planning for the National Institute of Nursing Research.

Society for Healthcare Strategy & Market Development. (n.d.). Retrieved January 28, 2012, from http:/www.shsmd.org/

Review the information on this website for information related to strategic planning.

Required Media

Laureate Education (Producer). (2013g). Skills of a nurse leader [Video file]. Retrieved from https://class.waldenu.edu

Note:  The approximate length of this media piece is 7 minutes.

Dr. Carol Huston discusses why it is important for nurse leader-managers to become strategic planners regardless of their role within an organization and how they can develop the skills and disposition for proactive approaches to change rather than being reactive to change.

Accessible player

Optional Resources

Lewis, B. E. (2011). Narrative medicine and healthcare reform. The Journal of Medical Humanities, 32(1), 9–20.

Retrieved from the Walden Library databases.

NURS 6241: STRATEGIC PLANNING IN HEALTH CARE ORGANIZATIONS – Discussion 1 (Grading Rubic and Media Attached)
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N am e:  N URS_6241_D is cu ssio n_R ubric E xit G rid  V ie w L is t V ie w 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 2 /4   O uts ta n din g P erfo rm an ce E xcelle n t P erfo rm an ce C om pete n t P erfo rm an ce R oom  fo r I m pro vem en t P oor P erfo rm an ce S ch ola rly W ritin g Q uality 3 0  ( 3 0% )   ­ 3 0 ( 3 0% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  m ore t h an tw o c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. N o s p ellin g o r g ra m matic a l e rro rs . * **T he u se  o f s ch ola rly s o urc e s o r re al l if e  e xp erie nce s n eeds to  b e i n clu ded to d eepen th e D is cu ssio n a nd e arn  p oin ts  in r e ply  to  fe llo w s tu dents . 2 7  ( 2 7% )   ­ 2 9 ( 2 9% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  m ore t h an tw o c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. N o s p ellin g o r g ra m matic a l e rro rs . 2 4  ( 2 4% )   ­ 2 6 ( 2 6% ) ­ T he m ain p ostin g c le arly a ddre sse s th e D is cu ssio n c rit e ria  a nd is w rit te n c o ncis e ly . T he m ain  p ostin g is c it e d w it h  a m in im um  o f t w o c u rre nt c re dib le r e fe re nce s th at a dhere  to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. 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C onta in s m ore t h an tw o s p ellin g o r g ra m matic a l e rro rs . 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 3 /4   O uts ta n din g P erfo rm an ce E xcelle n t P erfo rm an ce C om pete n t P erfo rm an ce R oom  fo r I m pro vem en t P oor P erfo rm an ce P ro fe ssio nal  C om munic atio n E ffe ctiv en ess 2 0  ( 2 0% )   ­ 2 0 ( 2 0% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues a nd re sp onse t o  fa cu lt y q uestio ns a re a nsw ere d if p ose d.  ­ P ro vid es c le ar, c o ncis e o pin io ns a nd i d eas e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n d em onstra te e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d eep r e fle ctiv e d is cu ssio n w hic h  le ads to a n e xch ange o f i d eas a nd fo cu s o n th e w eekly D is cu ssio n t o pic . 1 8  ( 1 8% )   ­ 1 9 ( 1 9% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues.  ­ P ro vid es c le ar, c o ncis e o pin io ns a nd i d eas e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n d em onstra te e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d eep r e fle ctiv e d is cu ssio n w hic h  le ads to a n e xch ange o f i d eas a nd fo cu s o n th e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re c it e d w it h  a t l e ast o ne c re dib le r e fe re nce  p er p ost a nd a p ro bin g q uestio n th at e xte nds th e D is cu ssio n. 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A dhere s to  th e c o rre ct fo rm at p er th e A PA M anual  6 th E dit io n. M ay h ave  o ne to t w o s p ellin g o r g ra m matic a l e rro rs . 1 4  ( 1 4% )   ­ 1 5 ( 1 5% ) ­ C om munic a tio n i s  p ro fe ssio nal a nd re sp ectfu l t o  c o lle agues.  ­ P ro vid es o pin io ns th at m ay n ot b e c o ncis e  o r i d eas n ot e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n m ay l a ck e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h at d oes n ot e xte nd th e D is cu ssio n, l e ads to  a n e xch ange o f i d eas a nd/o r n ot fo cu se d o n t h e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re n ot c it e d a nd/o r d o n ot c o nta in a  p ro bin g q uestio n. M ay n ot a dhere  to t h e c o rre ct f o rm at p er th e A PA  M anual 6 th  E dit io n. M ay h ave  m ore t h an tw o s p ellin g o r g ra m matic a l e rro rs . 0   ( 0 % )   ­ 1 3 ( 1 3% ) ­ C om munic a tio n m ay la ck p ro fe ssio nal t o ne o r b e d is re sp ectfu l  to c o lle agues.  ­ P ro vid es o pin io ns th at m ay n ot b e c o ncis e  o r i d eas n ot e ff e ctiv e ly w rit te n in S ta ndard E dit e d E nglis h . ­ R esp onse s p oste d in  th e D is cu ssio n la ck e ff e ctiv e p ro fe ssio nal c o m munic a tio n t h ro ugh d is cu ssio n th at d oes n ot e xte nd th e D is cu ssio n, d o n ot le ad to  a n e xch ange o f i d eas a nd/o r n ot fo cu se d o n t h e w eekly D is cu ssio n t o pic .  ­ R esp onse s a re n ot c it e d a nd d o n ot c o nta in a  p ro bin g q uestio n. M ay n ot a dhere  to t h e c o rre ct f o rm at p er th e A PA  M anual 6 th  E dit io n. M ay h ave m ult ip le s p ellin g o r g ra m matic a l e rro rs . T im ely S ubm is sio n 0   ( 0 % )   ­ 0   ( 0 % ) A ll  c rit e ria  m et: ­ In it ia l  p ost s u bm it te d o n t im e.  ­ R esp onse  to t w o p eer in it ia l p osts .  ­ R esp onse  o n 3 s e para te  d ays. ­ 5   ( ­5 % )   ­ 0 ( 0 % ) 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  o r 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. ­ 1 0  ( ­1 0% )   ­ ­5 ( ­5 % ) 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  a nd 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. ­ 1 0  ( ­1 0% )   ­ ­1 0 ( ­1 0% ) 1 0 p oin ts d educte d fo r I n it ia l  p ost s u bm it te d la te . ­ 2 0  ( ­2 0% )   ­ ­1 5 ( ­1 5% ) I n it ia l  p ost s u bm it te d la te a nd 5  p oin ts d educte d fo r r e sp ondin g to l e ss th an tw o p eers  a nd/ o r 5 p oin ts d educte d fo r r e sp ondin g le ss t h an th re e d ays. T o ta l  P oin ts : 1 00 6 /1 /2 017 R ubric  D eta il –  B la ckboard  L earn h ttp s://c la ss.w ald enu.e du/w ebapps/b bgs­d eep­lin ks­B BLE AR N/a pp/c ours e/r u bric ?cours e_id = _16279233_1& ru bric _id = _111 208_1 4 /4 T o ta l  P oin ts : 1 00 N am e:  N URS_6241_D is cu ssio n_R ubric E xit

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