Description
The purpose of this assignment is to develop a graphic timeline for the development of your project. Your timeline must include the deadline or timeframe for your:
Project approval
Education development
Stakeholder education
Implementation date
Assessment of initial outcomes/implementation
Reassessment of outcomes
You may include other important touchpoints for your specific project.
Include the roles and responsibilities of stakeholders in each implementation step. Be sure to provide sufficient detail. Please keep in mind some of the dates may be after your practicum has ended.
APA style is not required, but solid academic writing is expected.
Unformatted Attachment Preview
Project Approval
Project Handoff
Oct 28, 2021
Week 1
3
5
7
9
Reviews
11
First Review
Education Development
Requirements
Feb 28, 202
Today
Nov 29 – Dec 14
13
Jan 10, 2022
15
16
Before Release Review
Feb 10, 2022
Oct 29 – Nov 28
Staff Education
Go Live Dates
Dec 15- Dec 30
10 weeks
Assessment
Assessment
80%
Reassessment
2022
Roles and responsibility of each stakeholder in each
implementation step
Project Approval stage
• The approval step is the initial stage in project development. In this stage, the project
gains acceptance among project stakeholders. At this stage, different stakeholders have
different roles that they play to ensure the success of the project. The Chief Executive
officer devises and implements the operational plan that sets the direction for the
overall project. In this project, the CEO ensures full utilization of resources and justifies
all the expectations for the practicum project. The finance/business manager ensures
that necessary advertisements are being made to attract new students while at the same
time resources are made available and that the project remains within the bounds of the
budget. At the approval stage, the adjunct staff ensures that the project expectations are
in tandem with the patient quality and safety expectations. The program manager – one
of the most important stakeholders in the project ensures that appropriate training is
made available in the practicum and students have the needed knowledge about the
project. Lastly, students participate in the project approval by ensuring that the
expectations of the project match their individual expectations.
Education development
• This is the second step in this project. It is the core of the project
because it encompasses the development of educational activities
and setting the records straight. The CEO as the preceptor plays the
role of designing the right structures that are required to foster the
teaching process within the practicum. The finance officer also plays a
critical role in this step. Most importantly she ensures that resources
are made available for the project. The adjunct staff ensures that
required teaching materials and curricula are availed to structure the
learning process. The program manager ensures that all the needed
programs are integrated within the educational development process
to ensure that the project meets the needs of the students.
Staff Education
• This is the third step of this project. It involves educating the staff about the
project including project expectations. The CEO avails the needed teaching
materials to foster the learning of the staff. The business manager ensures that
enough resources are available to foster the education of the staff. On the same
note, the adjunct staff ensures that the learning materials including the lesson
plan are properly designed and meet the needs of the staff. The program
manager ascertains whether the programs integrated within the staff education
framework align with the educational needs of the staff.
Go-Live Date
• This is the date on which the project will be ready for operational use. In this
stage, the CEO and the business manager ensure that proper programs and
resources are put in place to enable successful go-live. The adjunct staff ensures
that the project meets all the learning needs to foster the teaching of medical
assistants. The program manager on the other hand ensures that all structures
and other logistics have been put in place to facilitate successful go-live.
Assessment and reassessment stages
• These are the stages where we evaluate and reevaluate the project
scope, deliverables, scale, impacts, and objectives against the set
objectives. At the assessment stage, the program or project manager
evaluates whether the objectives, scope, deliverables are met before
finally handing over the project.
The graphic timeline for the development of the field study, focusing on shadowing or
taking up a portion of the CNO’s work:
Project
Education
Stakeholde Implementat Assessment of
Reassessm
Approval
Developme
r
Initial Outcome/
ent of the
nt
Education
Implementation
Outcomes
Month 2-3
Month 3-4
Month 7-8
Month 9-
Month 1
ion Date
Month 5-6
10
Role and
Role and
Role and
Role and
Role and
Role and
Responsibil Responsibil
Responsibil Responsibilit
Responsibility of
Responsibil
ity of
ity of
ity of
y of
Stakeholders: The
ity of
Stakeholde
Stakeholder
Stakeholde
Stakeholders:
student, with the
Stakeholde
rs: The
s: The
rs: The
The CNO, in
guidance of the
rs: The
CNO,
student,
CNO will
coordination
CNO, will assess the
student,
along with
under the
provide
with the
initial outcomes of
with the
executive
guidance of
guidance
student, will
the field study. This
CNO’s
leaders and
the CNO,
and
set a specific
will involve
guidance,
middle
will
mentorship
implementati
evaluating the
will
manageme
collaborate
to the
on date for
effectiveness of the
reassess the
nt, will
with
student
the field
recruitment efforts,
outcomes
review and
executive
throughout
study.
quality
of the field
the
Executive
improvement/manage study. This
approve the leaders,
field study
clinical
education
leaders,
ment initiatives, and
will
project
groups, and
developme
clinical
collaboration with
involve
proposal.
middle
nt phase.
groups, and
stakeholders.
analyzing
managemen
The student middle
Executive leaders,
the impact
t to educate
will engage management
clinical groups, and
of the small
them about
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will be
middle management
projects on
the field
directed
responsible
will provide feedback different
study
learning,
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and support during
leadership
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the necessary
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roles and
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and attend
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styles
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ensure a
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project, and
and skills.
groups, and
the specific
middle
role of each
manageme
stakeholder
nt will
in its
provide
success.
input and
support in
reassessing
the
outcomes.
Throughout the entire timeline, the student’s responsibility will be to actively observe,
shadow, and learn from the CNO and other stakeholders. The CNO will serve as a mentor,
providing guidance, feedback, and support to ensure the student’s professional growth and
development. The student will also collaborate with various stakeholders, including executive
leaders, clinical groups, and middle management, to gather relevant information, seek feedback,
and effectively contribute to the success of the projects.
1
Staff Retention Project Timeline
Name
Department: Institution
Course name: Course code
Professor
Date
2
Staff Retention Project Timeline
Time Frame
Action
December 10, 2022 – December 15, 2022
Project Approval
December 16, 2022 – December 21, 2022
Education Development
January 5, 2023 – February 20, 2023
Stakeholder Education
March 20, 2023 – June 14, 2023
Implementation Date
September 30, 2023- October 2, 2023
Assessment of Initial Outcomes
June 14, 2024
Reassessment of Outcomes
The staff retention practicum project was approved in December 2022, several months before the
project commenced. The main stakeholders in the project approval stage included my
institution’s professor and the healthcare organization’s clinical nurse. The two will be critical in
guiding and supervising me throughout the project. After approval, I engaged in comprehensive
research to assist in education development for staff retention in healthcare. In the first two
months of the year, I communicated and informed my parents, professor, and the human resource
manager in the healthcare organization that they would facilitate my practicum because they
were relevant stakeholders. Whereas my professor will supervise and grade my performance
during the practicum, my parents will be my primary source of finance during the project.
Furthermore, the human resource manager in the practicum facility was responsible for arranging
my station and orienting me to the environment. I will introduce and carry out the retention
methods mentioned in the project plan during the implementation phase. The phase demands
increased worker engagement, enhanced staff communication, giving employees chances for
professional advancement, and fostering a happy work environment. The phase may also involve
3
changes to staffing models, scheduling, orientation and onboarding initiatives, and employee
retention incentives. I must work with stakeholders such as nursing leadership, human resources,
and frontline employees during implementation. The nursing leadership stakeholders would
include nurse managers and directors, who would be accountable for providing the project with
resources, support, vision, and direction, ensuring it complies with the organization’s strategic
goals and fostering a climate that encourages staff retention. On the other hand, human resource
management stakeholders are responsible for creating and implementing retention initiatives,
such as flexible work schedules, professional development opportunities, and employee
appreciation programs. Lastly, frontline employees are essential stakeholders that give insightful
information, feedback on retention problems, and suggestions for remedies. The stakeholders
might also be in charge of implementing some retention measures, such as taking part in
professional development and training courses and giving feedback on how well they work. The
implementation of the project is scheduled to be completed by June 14, 2023. After successful
implementation, I will assess the initial outcomes of the project. My professor would help me
identify my strengths and weaknesses during the project. I would reassess the outcomes of the
project precisely one year later after the completion date.
Leadership Journal Template
Name:
Weeks Covering: 1 week
Preceptor:
Practicum Site:
Hours Worked (past 2 weeks): 24
Total Hours: 24/150 total of all hours worked up to this point
Practicum Activities Reflection:
During my practicum on the telemetry floor, I had the opportunity to work closely with my
preceptor and observe different aspects of nursing leadership. One of the projects I participated
in was creating a plan to improve team communication and collaboration among nurses, aides,
and other healthcare professionals. The preceptor demonstrated how to use techniques such as
regular huddles and shift handovers to promote teamwork and ensure critical patient information
is communicated to all team members. Additionally, I got the opportunity to observe some of her
communication skills in action. She actively listened to her team members’ input and provided
constructive feedback when necessary. She also showed great conflict resolution skills when
there were disagreements by promoting compromise and regarding professionals equally.
Additionally, as part of our emergency preparedness training, we conducted a mock code blue
scenario with all staff members. The calmness and efficiency with which the nurses handled the
scenario helped me realize how important it is for leaders to remain calm in crises. Summarily,
my experiences during my practicum reinforced lessons from my courses on effective leadership
in a nursing setting. Communication skills are vital for building successful teams and managing
conflicts while crisis management requires clear communication channels, flexibility, and
adaptability (Broome & Marshall, 2021).
Application of Leadership:
I also observed my preceptor integrate various elements of leadership styles into her practice. For
instance, she took responsibility for the overall functioning and outcomes of the unit. She also
ensured that all team members were accountable for their actions and held herself to the same
standard. This approach instilled a sense of trust and responsibility in the team, creating a
cohesive work environment (Broome & Marshall, 2021). Additionally, she demonstrated
authenticity in her interactions with staff members and patients. She displayed genuine
communication, showing empathy towards patients and understanding of colleagues’ concerns.
This approach helped build a strong relationship between team members based on mutual respect
and trust (Broome & Marshal, 2021). Further, her integrity, displayed by her faithfulness to
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standards and protocols during dilemmas, earned respect from team members and promoted a
culture of ethical practice. The preceptor also had a good understanding of her emotions and
others allowing her to respond appropriately and efficiently to issues. During conflicts or
stressful events, she acknowledged dissenting feelings and perspectives before attempting to
resolve any issues. For instance, during an unexpected increase in workload due to call-offs she
managed to maintain productivity by remaining calm and acknowledging the frustrations of the
team members. She actively listened to staff concerns and provided support where needed to
maintain morale.
Practicum Project Preparation:
For my practicum project, I plan to focus on improving patient education and discharge planning
for patients with chronic diseases such as hypertension. This project aligns with my career goal
of becoming a primary care nurse practitioner. Patient education and disease management are
essential for holistic care and wellness (Bhattad & Pacifico, 2022). These strategies can empower
patients to take charge of their health and manage their conditions better (Bhattad & Pacific,
2022). The project will require collaboration with interdisciplinary teams to develop educational
materials, create individualized discharge plans, and organize sessions for patients to share
experiences. It will help refine my skills in team collaboration, communication, patient
education, disease management, and discharge planning. Working with interprofessional teams
will help hone my skills in effective communication and decision-making. Further, creating
discharge plans and organizing group sessions for patients will help me improve in disease
management and discharge planning. I will also need to take a genuine interest in the patient and
learn their cultural background to ensure the educational materials and discharge plans cater to
their unique needs. Finally, taking ownership of the project from its initiation to its conclusion
will also provide me with a chance to test and improve my leadership skills. Therefore, this
practicum project directly aligns with aspects essential to achieving my career goals.
Leadership Video Reflection:
I gained a few important lessons from the video on servant leadership. The first lesson is that
leadership is about influence and having a positive impact on others. DelHousaye asserts that
good leadership incorporates the ability to influence others to do something good. This assertion
implies that effective leaders need to possess qualities that others desire and are willing to
follow. As a nurse, I have the opportunity to influence others daily. Therefore, I need to identify
my power and what I have to offer to have a positive impact on people around me. These
contributions can include knowledge, skills, or my personality and attitude. I also learned the
distinct characteristics of servant leadership based on the model of Jesus Christ. These
characteristics include power, authority, and rule. However, leaders must strive to exercise their
power in a way that benefits others instead of controlling them. Additionally, they must keep in
mind that formal authority based on their position may not be as effective as informal authority
built on trust. In my future practice, I will gain informal authority by building relationships and
establishing trust with my team members. This approach will promote a positive work
environment and allow for more effective collaboration and decision-making (Broome &
Marshall, 2021).
References
Bhattad, P. B., & Pacifico, L. (2022). Empowering Patients: Promoting Patient Education and
Health Literacy. Cureus, 14(7), e27336. https://doi.org/10.7759%2Fcureus.27336
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert
clinician to influential leader (3rd ed.). New York, NY: Springer
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