Professional Documents
Culture Documents
A Faculty Created Strategic Plan For Excellence in Nursing Education
A Faculty Created Strategic Plan For Excellence in Nursing Education
Research Article
Connie Joan Evans*, Eileen Francis Shackell, Selma Jean Kerr-Wilson, Glynda Joan Doyle,
Jodie Anita McCutcheon and Bernice Budz
books suggested by the strategic planning consultants. within organizations (Higginbotham & Church, 2012;
As well, the group performed a broad literature search Knox, Sigsby, & Irving, 1997). However, some authors
related to strategic planning and organizational change. claim conventional administrative top-down approaches
A literature search in GOOGLE Scholar, Cumulative are outdated and not dynamic or sustainable (Milone-
Index of Nursing and Allied Health Literature (CINAHL), Nuzzo & Lancaster, 2004; O’Neil & Krauel, 2004).
MEDLINE via EBSCO, Business Source Complete and Collins (2006) established a Good to Great Framework
Academic Search Complete databases between 1990 and that focuses first on getting the right people involved
the present was conducted. Various combinations of the and then focusing on the tasks.
key words “strategic planning”, “nursing education”, and Innovative approaches to strategic planning began to
“organizational change” were searched. This search appear in the business literature in the 1990s. Kaplan and
resulted in a number of articles, books, websites, and Norton (1996) introduced the concept of the Balanced
peer-reviewed journals. The following inclusion criteria Scorecard to strategic planning. This holistic method
were applied: seminal works on strategic frameworks, takes into account factors critical to business success
strategic theoretical frameworks applied to nursing edu- beyond financial drivers by adding strategic objectives
cation, business models, innovative models, and written and measures that direct the organization to invest in:
in English. Exclusion criteria included literature outside (1) financial sustainability, (2) customer perspectives, (3)
of undergraduate nursing programs and business litera- internal processes/organizational capacity, and (4) learn-
ture outside of seminal frameworks. ing and growth (Higginbotham & Church, 2012; Kaplan &
The articles were initially selected for inclusion by Norton, 1996). Eppler and Platts (2009) discuss the use of
review of the title. Then the authors independently graphics as a visualization tool to improve the quality of
reviewed the abstracts for relevance. Full text copies of strategic planning by addressing cognitive, social, and
the articles and books deemed congruent with the inclu- emotional challenges.
sion criteria were read by all the authors. Of these, a More recently, non-traditional approaches to strate-
number of articles and books were excluded because gic planning based on change theory and appreciative
they did not introduce a new framework or were not inquiry that engage stakeholders in plan development
relevant to nursing education. The goal to utilize innova- have surfaced in the nursing literature. This methodology
tive contemporary strategic planning strategies focused is purported to result in buy-in to the strategic plan and
the group to restrict the primary literature review to nur- result in a cultural transformation within the organization
sing and business literature from 2000 to 2013 as primary in less time (Flanagan, Smith, Farren, Reis, & Wright,
sources. As a result, the authors used 20 books and 2010; Gantt, 2010; Harmon, Fontaine, Plews-Ogan, &
articles for the literature review. Williams, 2012; Higgenbotham & Church, 2012; Milone-
Nuzzo & Lancaster, 2004). Aligning the faculty toward a
mutual goal encourages collaboration and yields more
Literature review results with limited resources (Lange, Ingersoll, &
Novotny, 2008). These collaborative approaches focus
A strategic plan is intended to align an organization’s on partnerships that create unique strategic initiatives
vision and mission with its objectives and initiatives, that can keep pace with the future (Milone-Nuzzo &
provide direction for insightful, goal-directed allocation Lancaster, 2004; O’Neil & Krauel, 2004). To ensure suc-
of resources, and assist an organization to remain cess in the process developing faculty as effective parti-
dynamic and competitive into the future (Andrews, cipants and leaders in strategic planning is essential
1990). The process of strategic planning has been com- (Lange et al., 2008; Milone-Nuzzo & Lancaster, 2004).
mon practice in business environments for decades, but Pink’s (2009) motivation theory supports appreciative
is a more recent activity in academic institutions (Regan- inquiry and posits that true motivation is intrinsic and
Kubinski, 2005). The CASN requires accredited schools of comes down to three elements: autonomy, mastery, and
nursing in Canada to develop and implement a strategic purpose. Autonomy is giving individuals the freedom to
plan (CASN, 2012). Preparation of future healthcare pro- determine what tasks to be involved in and when, how,
fessionals requires that educational program’s strategic and with whom work is accomplished. Mastery is the
objectives align with anticipated future trends in health- desire for continual improvement at something that mat-
care (Higginbotham & Church, 2012). ters by fostering an environment of learning and devel-
Traditionally, the process of strategic planning has opment. When individuals understand how they
been conducted by high-level managerial personnel contribute to the purpose and vision of an organization,
C. J. Evans et al.: Strategic Planning for Nursing Education 21
Internal
Collaborative, Diversity, embracing Environment is
processes
evidence-informed change, culture of supportive and
accountability accountability excellence responsive
Figure 2 Vision
Values
As an example, one critical success factor, inspire communication strategies included circulating an email
passion, and excellence and scholarly practice (see summary of the group’s work, displaying the graphic
Figure 1) distills into the No. 1 objective, developing a images created by faculty and the creation of a Word
responsive and supportive environment that motivates cloud (www.wordle.net) to visually represent the collec-
faculty to achieve excellence in nursing. The work done tive values shared by all faculty. Finally, the team identi-
to this point was shared with the Specialty Nursing pro- fied the cultural shift and vital attributes required to
gram, a key partner involved in the preceptorship com- support the implementation of the strategic plan. The
ponent of the undergraduate program. Common themes, graphic facilitator captured the positive cultural climate
values, and directions were identified between the two on the strategic plan graphic as a pathway to move the
group’s teams. strategic plan toward an achievable vision and mission
The balanced scorecard provided the direction for for the program. Some of these attributes include trans-
strategic objectives, measures, targets, and initiatives parency, autonomy, accountability, engagement, caring,
with timelines of 1–3 years and 3–5 years. Measures and and excellence (see Figure 4).
targets were prioritized and plans of the initiatives were The finalized graphic representation of the strategy
also detailed as achievable targets. plan was presented at a faculty meeting to enhance
understanding of the process, and as a starting point to
inspire faculty to apply for an opportunity to participate
Strategy execution in the Phase Two implementation team (Figure 5).
Invitations and criteria for the implementation team
The strategic team led efforts to clarify and build con-
were presented to faculty by the Associate Dean.
sensus and understanding around the strategic plan by
sharing their aspirations and visions in a faculty meeting.
Faculty worked in groups to explore their visions and
shared ideas by drawing images. The common themes
Evaluation of strategic planning
of the faculty were mostly in alignment with the strategic process
planning group’s identified mission and vision, and some
additional ideas were integrated into the graphic of the The discussed strategic planning process above repre-
strategy vision and mission map (Figure 2). Other sents the first phase of a larger process. Upon completion
C. J. Evans et al.: Strategic Planning for Nursing Education 25
of the identification of strategic objectives, measures, and build leadership capacity within the group. The team
initiatives, the initial strategic planning team disbanded. constantly challenged the process inviting the consul-
The second faculty team, whose purpose will be to iden- tants as well as themselves to explore new concepts,
tify priorities and implement initiatives critical to the theories, and frameworks that would inform the strate-
success of the plan, will be formed to continue the stra- gic planning process. The use of the balanced scorecard
tegic planning process. The intent of inviting new team as a traditional basis for strategic planning ensured a
members to Phase Two creates opportunity to leverage broad holistic approach that identified critical success
diverse skill sets and to create broader engagement and factors that include the creation of a supportive culture,
motivation within the faculty. an innovative and dynamic curriculum and embedded
The synthesis of the various approaches to strategic sustainability. The graphic facilitator assisted the team
planning engaged the initial team in a dynamic, creative members to expand their thinking and creatively repre-
process. Co-creating the progressive plan utilized the sent the aspirations that the faculty held for the pro-
diversity of each of the individual team member’s gram. The inclusion of front-line faculty on the team
strengths and was an essential component in the pro- created a meaning-driven critical analysis that informed
cess. This provided the group with hope for change the creation of a dynamic and relevant strategic plan.
amidst current educational and organizational chal- Table 1 describes the integration of theory and process
lenges. A faculty-led internal process allowed the co-created by the consultants and the strategic planning
instructors to shape the vision, mission, and strategic team.
objectives from an evidence-based academic and future The outcomes of Phase One of the strategic planning
healthcare perspective to build a strong and coherent process include:
strategy (Halstead, 2012; O’Neil & Krauel, 2004). These
strategic objectives will guide the Phase Two team to – Establishing a 3-year strategic plan with strategic
partner with relevant stakeholders at the appropriate objectives, outcomes, and measurable initiatives;
time. Each group will then collaboratively craft an – Engaging faculty from diverse parts of the program in
implementation plan that leverages their valuable the planning process;
perspectives. – Creating a common vision and shared understanding
The external consultants layered evidence-informed of the strategic plan that made the requirement for
frameworks with compelling questions that helped the change clear and tangible for the strategic planning
group members focus energy on their strengths and team;
26 C. J. Evans et al.: Strategic Planning for Nursing Education
– Developing ambassadors and leaders in the original and depth of scholarship required for excellence in
team to carry forward the collective memory of the nursing education;
strategic plan development; – Expanding individual ownership and collective
– Generating motivation and trust amongst faculty, to accountability within the strategic planning team to
engage others in the process and break down “silos” the future of nursing education.
within the entire program;
– Creating an awareness among faculty on the team The Phase Two team is in the process of the imple-
and within the broader faculty group of the breadth mentation and thus the outcomes of the plan itself will be
Notes: 1Tekara (2013); 2Pink (2009); 3Gantt (2010); 4Cooperrider and Whitney (2005); 5Eppler and Platts (2009); 6Kaplan and Norton (1996).
C. J. Evans et al.: Strategic Planning for Nursing Education 27
identified at the end of the first year and each subsequent faculty. Time for reflecting and revising was integral to
year of the plan. the process and enhanced the quality of the plan.
Leveraging Phase One faculty expertise and tackling sali-
ent priorities created a relevant yet flexible plan that the
Challenges and limitations Phase One team could confidently pass on to the imple-
mentation team.
Every process comes with its challenges. Although multi-
Further, the creation of the plan empowered the stra-
ple appreciative approaches such as inspirational video
tegic planning team to think of themselves as leaders in
clips, graphic inspirational exercises, and themed interac-
nursing education who have the power to directly influ-
tive activities were implemented to engage the larger
ence nursing curriculum and practice. A recent Canadian
faculty group, meeting attendance was initially limited
nursing education Think Tank provides further guidance
due to teaching schedules. Therefore, input into the pro-
to this recommendation and suggests that strategic part-
cess was not as robust. In hindsight, a communication
nerships between nursing practice, education, and signif-
strategy to encourage large group participation might
icant stakeholders are necessary to create, support, and
have promoted increased sharing and engagement for the
future-proof of a lifelong career in Nursing (MacMillan,
greater faculty group. A contributing factor for lack of over-
2013, p. 11).
all participation in the early stages of the process was an
In addition, the authors consider sponsorship and
expressed confidence in the representative diversity and
involvement by administration as integral to the plan’s
competence of the strategic planning team. Within the
development. Facilitators from outside the program
strategic planning team, individual team members
brought knowledge perspectives from varied disciplines
required more time to trust the co-creative process.
outside the realm of nursing education. The meetings
An identified gap in the described process in relation
over time required commitment by all the participants
to the literature is a lack of external stakeholder engage-
and administration to secure meeting space, time away
ment. Effective partnerships require intentional planning
from campus, and teaching. The original Phase One plan-
and result in more potential for success if clear processes
ning team served as ambassadors for the strategic plan
and goals are determined (O’Neil & Krauel, 2004). Direct
and supported the broader faculty to understand the
student and external stakeholder perspectives would have
importance and relevance of having a strategic plan.
informed the first phase; however, “different partners bring
Finally, the authors would like to share that strategic
different values” (O’Neil & Krauel, 2004), and the strategic
planning can be an enthusiastic energizing process exer-
planning team wanted to have a clear vision and objectives
cise that does not need to be prescribed or linear.
before engaging the correct partners at the right times later
in the process. Lastly, the team felt closure for the initial
phase would have been enhanced if the plan had been
publicly documented. The plan was subsequently formally
Conclusion
documented into the CASN accreditation template; how-
Discussed in this article is a strategic planning process
ever, the implementation team will create the public docu-
that utilized a pluralistic method of inquiry to engage
ment as part of implementation phase.
faculty in the creation of a future-focused plan for a
nursing education program. Seminal business frame-
Recommendations works, leadership development philosophies, and inno-
vative strategies engaged the strategic planning team as
The authors recommend that strategic planning for they created a dynamic and transformative strategic plan.
undergraduate nursing education needs to be an evolving This unique and collaborative method of strategic plan-
iterative dialogue that includes faculty teams to ensure a ning lays the groundwork to promote positive culture
quality outcome. Although a linear strategic architecture change critical to the success of an undergraduate nur-
was introduced, the diversity, backgrounds, and commit- sing program. Faculty engagement in the process pro-
ment of the Phase One team led to a constantly evolving, vided the platform for a clear vision and sustainable
time-consuming process that encouraged “strategic risk plan for the future of the nursing program. The team
taking” (Halstead, 2013, p. 4). Conversations over time embraced the notion of excellence in nursing education
were required to explore the culture of healthcare and and the pivotal role nurse educators play in leading
nursing to create language that resonated with the positive change in healthcare.
28 C. J. Evans et al.: Strategic Planning for Nursing Education
Acknowledgments: The authors would like to thank the Theresa Shaughnessy for her work on the committee
following individuals of the BScN Strategic Planning and being involved in editing this article; and committee
Committee: Isabelle Clements and Russell Hunter from members Joan Walker and Devon Benoit for their support
Tekara for facilitating the strategic process; Avril Orloff throughout the strategic planning process.
for the graphic facilitation (http://avrilorloff.com);
References
Abdolvand, M. A., & Asadollahi, A. (2012). The study of strategic Gantt, L. T. (2010). Strategic planning for skills and simulation
industrial planning for using model SWOT. International Journal labs in colleges of nursing. Nursing Economics, 28, 308–331.
of Academic Research in Business and Social Sciences, 2, Halstead, J. A. (2012). Research in nursing education: A vision for the
136–143. future. Nursing Education Perspectives, 33, 360.
Andrews, M. (1990). Strategic planning: Preparing for Halstead, J. A. (2013). Seeking disruptive leaders in nursing educa-
the twenty-first century. Journal of Professional Nursing, 6, tion. Nursing Education Perspectives, 34, 4.
103–112. Harmon, R. D., Fontaine, D., Plews-Ogan, M., & Williams, A. (2012).
Benner, P., Sutphen, M., Leonard,V., & Day, L. (2010). Educating Achieving transformational change: Using appreciative inquiry
nurses: A call for radical transformation. San Francisco, CA: for strategic planning in a school of nursing. Journal of
Jossey-Bass. Professional Nursing, 28, 119–124.
Billings, L., Allen, P., Armstrong, M., & Green, A. (2012). Creating Higginbotham, E. J., & Church, K. C. (2012). Strategic Planning as a
and Launching nursing education programs: Perils and pearls. tool for achieving alignment in academic health centers.
Nursing Education Perspectives, 33, 292–296. Transactions of the American Clinical and Climatological
British Columbia Institute of Technology. (2009). British Columbia Association, 123, 292–303.
Institute of Technology 2009–2014 Strategic Plan. Burnaby, BC: Institute of Medicine. (2010). The future of nursing, leading change,
Author. advancing health. Washington, DC: The Robert Wood Johnson
Camden, C., Swine, B., Tetreault, S., & Bergeron, S. (2009). SWOT Foundation.
analysis of a pediatric rehabilitation programme: A participa- Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M. (2009). Curriculum
tory evaluation fostering quality improvement. Disability and development in nursing education. Sudbury, MA: Jones and
Rehabilitation, 31, 1373–1381. doi:10.1080/ Bartlett Publishers.
09638280802532696 Kaplan, R., & Norton, D. (1996). Linking the balanced scorecard to
Canadian Association of Schools of Nursing. (2012). CASN accred- strategy. California Management Review, 39(1), 53–79.
itation program: Manual for schools of nursing. Ottawa, ON: Knox, S., Sigsby, L., & Irving, J. A. (1997). Strategic planning in
Author. academic nursing. Nurse Educator, 22(3), 32–36.
Canadian Nurses Association & Canadian Association of Schools of Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future
Nursing. (2012). Registered nurses education in Canada statis- or vestige of the past? International Review of Research in Open
tics 2009–2010. Ottawa, ON: Author. and Distance Learning, 9(3). Retrieved from http://www.irrodl.
Collins, J. (2006). Good to great diagnostic tool v.1. Jim Collins. org/index.php/irrodl/article/view/523/1137
Retrieved from http://www.jimcollins.com/tools/diagnostic- Lange, J. W., Ingersoll, G., & Novotny, J. M. (2008). Transforming the
tool.pdf organizational culture of a school of nursing through innovative
Cooperrider, D. L., & Whitney, D. (2005). Appreciative inquiry: A program development. Journal of Professional Nursing, 24,
positive revolution in change. Retrieved from http://apprecia- 371–377. doi:10.1016/j.profnurs2007.11.002
tiveinquiry.case.edu/uploads/whatisai.pdf MacMillan, K. (Ed.). (2013). Proceedings of a think tank on the future
de Leon Siantz, M. L. (2008). Leading change in diversity and of undergraduate nursing education in Canada. Halifax:
cultural competence. Journal of Professional Nursing, 24, Dalhousie University School of Nursing. Retrieved from http://
167–171. doi:10.1016/j.profnurs.2008.01.005 www.dal.ca/content/dam/dalhousie/pdf/healthprofessions/
Emerson, R., & Records, K. (2008). Today’s challenge, tomorrow’s School%20of%20Nursing/Dalhousie%20U%20Think%20Tank
excellence: The practice of evidence-based education. Journal %20Undergrad%20Education%20FINAL%20MARCH%208%
of Nursing Education, 47, 359–370. 202013.pdf
Eppler, M. J., & Platts, K. W. (2009). Visual strategizing: Milone-Nuzzo, P., & Lancaster, J. (2004). Looking through
The systematic use of visualization in the strategic planning the right end of the telescope: Creating a focused vision
process. International Journal of Strategic Management, 42, for a school of nursing. Journal of Nursing Education, 43,
42–74. 506–511.
Flanagan, J., Smith, M., Farren, A., Reis, P., & Wright, B. (2010). Mundt, M. H., Clark, M. P., & Klemczak, J. W. (2013). A task force
Using appreciative inquiry for strategic planning in a profes- model for statewide change in nursing education: Building
sional nursing organization. Visions. The Journal of Rogerian quality and safety. Journal of Professional Nursing, 29,
Nursing Science, 17(1), 19–28. 117–123. doi:10.1016/j.profnurs.2012.12.008
C. J. Evans et al.: Strategic Planning for Nursing Education 29
O’Neil, E., & Krauel, P. (2004). Building transformational School of Health Sciences. (2010). School of Health Sciences
partnerships in nursing. Journal of Professional Nursing, 20, Strategic Education Plan 2009–2014 BCIT (2010 Update).
295–299. Burnaby, BC: Author.
Pink, D. (2009). Drive: The surprising truth about what motivates us. Tekara. (2013). Tekara Organizational Effectiveness Inc.
New York, NY: Penguin Group (USA) Inc. Retrieved from www.tekara.com/who-we-are/our-story
Regan-Kubinski, M. J. (2005). Strategic planning for schools of nur- Villeneuve, M., & MacDonald, J. (2006). Toward 2020: Visions for
sing. Nursing Leadership Forum, 9, 105–109. nursing. Canadian Nurse, 102, 22–23.
Reproduced with permission of copyright owner. Further reproduction
prohibited without permission.