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Western Governors University:\n\nEssentials of Academic Writing\n\nThe learner demonstrates the steps of the writing process for integrating evidence into academic papers.\nThe learner applies the principles of APA writing to produce clear, concise, and evidence-based written work.\n\n?\n\nLeading with Personal Mastery\n\nThe learner designs pathways to achieve personal mastery for leading and managing individuals and teams in diverse healthcare settings.\nThe learner develops a vision for assuming the role of a leader and manager that includes self-awareness, self-management, interpersonal communication, executive function, and social awareness.\nThe learner applies effective communication and consensus-building strategies when consulting with internal and external stakeholders.\nThe learner applies the principles of scholarly writing by producing a clear, concise, and evidence-based paper for the purpose of contributing to the body of nursing knowledge.\n\nBusiness Case Analysis for Healthcare Improvement\n\nThe learner examines regulatory and compliance requirements for implementing an improvement project comprising systematic activities and processes that are organized and implemented to improve organizational quality, safety, and performance.\nThe learner collaborates with internal and external stakeholders to assess the need and organizational readiness for a healthcare improvement project using improvement science methods and practices.\nThe learner describes the four phases of the project management lifecycle that will guide their healthcare improvement project successfully from initiation to closure.\nThe learner synthesizes relevant evidence, feasibility results, patient preferences, and interdisciplinary stakeholder perspectives to initiate a healthcare improvement project.\n\nManaging Resources in an Era of Disruption\n\nThe learner promotes a healthy work environment by developing programs to mitigate workplace behavior problems and enhance work-life balance.\nThe learner designs team-building experiences that promote high-performance teams where members trust each other and have the synergy to work together toward common goals.\nThe learner collaborates with key stakeholders to plan for the use of available resources needed to achieve project aims and goals.\nThe learner applies human resource principles and practices when developing a project charter that includes planning for adequate human resources for a healthcare improvement project.\n\nStrategically Planning the Execution of a Healthcare Improvement Project\n\nThe learner evaluates existing policies at the systems level that have the potential to influence the implementation of a healthcare improvement project.\nThe learner uses sociodemographic and social determinants of health data to describe the target populations that will be affected by a healthcare improvement project.\nThe learner examines the structure, processes, and outcomes of an organizational plan that may facilitate or impede the implementation of a healthcare improvement project.\nThe learner leads the development of a collaborative implementation plan that includes oversight of the project and the scope of work with specific tasks, timelines, and deliverables.\n\nEvidence Based Measures for Evaluating Improvement Projects\n\nThe learner collaborates with internal and external stakeholders to identify key success indicators for evaluating the effectiveness of a healthcare improvement project.\nThe learner determines the most effective technology and data sources for capturing data that will measure the key performance indicators (KPIs) for a health improvement project (HIP).\nThe learner creates a data collection plan that includes specific data fields and types, collection frequency, data sources, and data security methods.\nThe learner initiates the process of collaboratively developing a healthcare improvement evaluation plan that addresses stakeholder questions and high-priority areas to measure progress over time, and describes contextual issues that may impact the results.\n\nNursing Leadership and Management Field Experience\n\nThe learner utilizes effective communication and relationship-building practices to successfully kick-off the implementation project.\nThe learner implements the training plan for the purpose of training staff, managers, and/or leaders regarding the implementation of the health improvement project.\nThe learner manages implementation of the healthcare improvement project using organizational standards and practices to problem-solve risks that emerge during implementation.\nThe learner leads scheduled meetings with internal and external stakeholders for the purpose of providing status updates regarding the implementation process.\nThe learner integrates and synthesizes competencies from across the degree program and thereby demonstrates the ability to participate in and contribute value to the chosen professional field.\n\nNursing Leadership and Management Capstone\n\nThe learner integrates and synthesizes competencies from across the degree program and thereby demonstrates the ability to participate in and contribute value to the chosen professional field.\n\nCompetency Demonstration Highlights\n\nHighlighted the incorporation of emotional intelligence and self-awareness in healthcare development, reflecting a deep understanding of the importance of emotional competence in healthcare leadership.\nEmphasized the role of interpersonal communication, illustrating the significance of effective communication skills in healthcare leadership and problem resolution.\nIllustrated executive function skills, indicating a strategic and organized approach to healthcare leadership challenges.\nDemonstrated strategic planning skills in the execution of healthcare improvement, emphasizing systems thinking, problem-solving, and data-driven decision-making.\nIdentified and planned for the necessary people, processes, and procedures required for healthcare improvement's effective implementation, showcasing attention to detail and organizational skills.\nConducted a thorough analysis of sociodemographic data related to a target population, highlighting data-driven decision-making abilities and a focus on risk identification and management.\nDeveloped short-term objectives and action plans that align with the organization's vision, mission, and values, illustrating alignment with organizational goals and values.\nEmphasized the importance of evidence-based measures and the identification of key performance indicators and metrics for project success.\nIdentified the data elements necessary for project reports and measuring the success of the proposed implementation project, highlighting strong teamwork and communication skills.\n\nWGU Accreditation\n\nWGU is regionally accredited by the Northwest Commission on Colleges and Universities. The WGU Teachers College is granted accreditation at the initial-licensure level from the Council for the Accreditation of Educator Preparation (CAEP). WGU nursing degree programs are accredited by the Commission for Collegiate Nursing Education (CCNE). The Health Informatics program is accredited by the Commission of Accreditation for Health Informatics and Information Management Education (CAHIIM). The WGU Business College is accredited by the Accreditation Council for Business Schools and Programs (ACBSP)."}},{"@type":"ceterms:ConditionProfile","ceterms:name":{"en-US":"WGU Certificate: Post-Master's Certificate, Nursing Leadership and Management v1"},"ceterms:assertedBy":["https://credentialengineregistry.org/resources/ce-036d082d-d80e-41a7-99a0-2d63a4ad3a4a"],"ceterms:description":{"en-US":"The indicated courses must be satisfied in order for a student to earn the credential. A student must be enrolled in a program and catalog version where the credential is embedded. 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