Enhanced Leadership Development Academy in Long-term Care 2022-2023

  • Format: online
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The purpose of the Enhanced Leadership Development Academy (ELDA) is to prepare a cadre of nurse leaders and nursing home administrators in long-term care (LTC) who can create and sustain improvement in their work settings through enhanced leadership skills.

ELDA logo TODD.jpg

Your Instructors

We are available for the following:

  1. Meet with participants on a regular basis via phone call, or email.
  2. Commit to an ongoing mentoring relationship while the participants are enrolled in the ELDA and for 4 months post-graduation.
  3. Assist in socializing the participant into the specialty of LTC management, encouraging self-analysis and reflection.
  4. Serve as a professional role model to help participants see beyond the daily operational challenges to “what could/should be” and “how to get there”.
  5. Provide real-life, non-threatening support and serve as a "sounding board" as participants reflect upon their learning and begin to implement change in their facilities.
  6. Support and encourage the professional growth and development of participants: discuss their professional goals, reinforce their strengths, and offer suggestions for improvement.
Expect to receive responses to emails within 48 hours and responses to on-line class participation bi-weekly or more. Contact information is as follows:

Alexis Roam, MSN, RN-BC, QCP - Lead Faculty

Picture of Alexis RoamNursing Outreach, University of Missouri Extension

S222 Sinclair School of Nursing

University of Missouri

Columbia, MO 65211-4120

Office Phone: 573-882-0215

Fax: 573-884-4544

Cell Phone: 573-512-0816

Email: [email protected]

Matt Younger, MHA, LNHA - Co-Lead Faculty

Matt Younger

S222 Sinclair School of Nursing

University of Missouri

Columbia, MO 65211-4120



Todd Winterbower, BS - Education Coordinator

Picture of Todd WinterbowerAssociate Director, Nursing Outreach, University of Missouri Extension

S266 Sinclair School of Nursing

University of Missouri

Columbia, MO 65211-4120

Office Phone: 573-882-0216

Fax: 573-884-4544

Email: [email protected]

Course Description

The purpose of the online Enhanced Leadership Development Academy (ELDA) is to prepare a cadre of nurse leaders and nursing home administrators (NHAs) in long term care (LTC) who can create and sustain improvement in their work settings through enhanced leadership skills. The curriculum, based upon complexity science, includes an emphasis on staff involvement, communication and teamwork, setting clear expectations and ensuring high standards of care. Better- prepared nurse leaders and NHAs contribute to higher quality of care to residents, improved risk management, increased retention and lower turnover of staff and a better bottom line for the facility.

Course Learning Outcomes and Objectives

Prepare a cadre of nurse leaders and nursing home administrators (NHAs) in long term care (LTC) who can create and sustain improvement in their work settings through enhanced leadership skills.

Upon successful completion of this program, you should be able to:

  1. Strengthen the critical partnership between the NHA and nurse leader.
  2. Demonstrate key leadership competencies in her/his current professional role. 
  3. Apply successful leadership strategies for creating and sustaining a high performing nursing home.
  4. Describe how RNs and LPNs can collaborate to improve outcomes of care.

Successful completion of this activity, which includes being paid in full, participating in the educational offering, participating in the evaluation process, and completing the verification of attendance, enables the learner to satisfy the requirements for continuing education. 

Course Organization

The ELDA is a self-paced, instructor supported online course. Participants may enroll at any time and select the modules they wish to complete as well as the order in which they are completed. Learners that complete all modules will receive an official certificate from the University of Missouri and be recognized as graduates of the program. Learners have until October 31 to complete modules.

Module 1: The Art and Science of Leadership and Management

Module 2: Coaching, Counseling, and Conflict

Module 3: Leading High Performing Teams in LTC

Module 4: Leading and Sustaining Change

Module 5: A Team Approach to QI

Module 6: Creating and Leading Person Centered Care

Module 7: Financial Considerations for Long-Term Care Leaders

Module 8: Staff Engagement and Meaningful Work

Module 9: Influencing Up

Module 10: Managing Different Generations

Module 11: RN and LPN Collaboration

Module 12: The Resilient Leader


Any activities listed under the “Assignments” section in Canvas are designed for the purpose of providing information and opportunities for practice. These assignments will consist of short multimedia lessons including scenario-based exercises, games, and general information about various topics. Responses and feedback from the faculty can be expected bi-weekly.

Other learning activities might appear under the “Quizzes” section of Canvas. In most cases, these will be self-assessments or evaluations of the modules, not actual graded quizzes. The only graded quizzes will be the assessments at the end of the modules, which are self-graded and may be repeated for mastery.

The off-line professional development assignments are considered as part of the time awarded for CE credit, as well as being required for course completion and the award of the official certificate from the University of Missouri.


By the end of this course, you will have the knowledge, skills, and tools to successfully lead teams through change within your organization. The goal is to provide a variety of exercises that will allow you to gain the knowledge that can be applied to real situations. All learning activities within each module will be required for successful completion of the program in order to earn CE hours.

Activities will be outlined on all of the Canvas pages within each module. Activities include:

  • Assigned readings (books and articles)
  • Self-assessments related to specific topics
  • Reflection-based discussion board prompts
  • Team-based discussion board prompts
  • Interactive videos
  • Bite-sized e-learning modules
  • On-the-job implementation of key practices


Discussions on Canvas will be used to facilitate reflection, discussion, and feedback on each topic. Some discussions will occur in small groups, while others will be independent. Use the discussions as a means to network with colleagues and share knowledge. Since continuing education credit is being awarded for this course, it is expected that responses to discussion questions are thorough.

You will be able to access discussions from the corresponding content pages within each module, and from most module menu pages. Most discussions will require you to respond to at least one peers’ post, but since the discussions are meant for collaboration and networking, you are welcome to engage in as much discussion as you would like.


Our discussion forums and course communications are important venues for exchanging ideas and promoting learning. Your instructor and fellow participants wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. Constructive criticism and questions are encouraged; however, you will be expected to remain professional and courteous in all of your posts. You are encouraged to comment, question or critique an idea, but you are not to attack an individual.

Our differences, some of which are outlined in the University's nondiscrimination statement, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. As your instructor, I do reserve the right to delete any forum posts or blog entries I deem to be inappropriate for the course.

(Adapted from Online Teaching Foundations)

Feedback for Professional Development Activities

Given the nature of the ELDA, feedback will be provided throughout the program in place of actual grades or points. This professional development experience is designed for each task to build upon the next. It’s a progression of learning to assist in skill and behavioral leadership development.

Feedback will be provided as tasks are completed through comments in discussions or private emails. The faculty and your colleagues will provide feedback and responses to support your professional development. You can expect feedback bi-weekly from faculty.

Assessments will include the pre- and post-assessments about each module, which are meant to serve as a reflective exercise to evaluate your personal knowledge and comfort level with the topics. The learning activities are intended to help you understand and practice how to apply the content to your everyday practice within your organization.

Textbook and Reading Materials

The following articles and books are required readings. Articles are provided within the course but the participant must purchase the two books (Module 3 and 4) from a seller of their choice.

Module 1

Anderson, R., Ammarell, N., et.al. (2005). The power of relationships. Journal of Nursing Care Quality, 20(2), 103-106.

Module 2

Ilgaz, Z. (2014, May 15). Conflict Resolution: When Should Leaders Step In? Retrieved

May 7, 2018, from https://www.forbes.com/sites/85broads/2014/05/15/conflict-resolution-when-should-leaders-step-in/#63cc66943357

Module 3

Lencioni, P. (2002). Five Dysfunctions of a Team: A Leadership Fable. Jossey-Bass.

Module 4

Rathgeber, H. & Kotter, J.P. (2006). Our Iceberg is Melting. Macmillan.

Module 7

Sedgwick, D. (2013, May 20). Do You Share Financials with Staff? [Web blog post].

Retrieved May 7, 2018, from https://leadinglongtermcare.com/2013/05/20/do-you-share-financials-w-staff/

Course Completion

  1. You will be able to print a CE certificate after the successful completion of each module for the contact hours awarded for that module, which range from 4.0-4.5 hours/module.
  2. Once you have successfully completed the entire course, you will receive documentation of completing this 50 hour official certificate course from the University of Missouri.

    University of Missouri Sinclair School of Nursing is approved as a provider of nursing continuing professional development by the Midwest Multistate Division, an accredited approver by the American Nurses Credentialing Center’s Commission on Accreditation. 

    Midwest Multistate Division Provider Number MO1022-6

Additional Course Resources

The following sources were used to create the content for the modules and also include optional reading material:

Module 1

Abrashoff, D.M. (2002). It’s Your Ship. Warner Books: New York, NY.

Anderson, R.A., Ammarell, N., Bailey, D.E., Colon-Emeric, C., Corazzini, K., Lekan-Rutledge, D., Piven,   M.L., & Utley-Smith, Q.  (2005). The power of relationship for high-quality long-term care.  J     Nurs Care Qual, 20(2), 103-106.

Anderson, R.A., Corazzini, K.N., & McDaniel, R.R., Jr. (2004). Complexity science and the dynamics of climate and communication: Reducing nursing home turnover. The Gerontologist, 44(3), 378-388.

Anderson, R.A. & McDaniel, R.R., Jr. (1999).  RN participation in organizational decision making and improvements in resident outcomes.  Health Care Manage Rev, 24(1), 7-16.

Anderson, R.A., Issel, L.M., & McDaniel, R.R., Jr. (2003). Nursing homes as complex systems:  Relationship between management practice and resident outcomes.  Nursing Research, 52(1), 12-21.

Kouzes, J.M. & Posner, B.Z. (2002). The Leadership Challenge (3rd ed). Jossey Bass: San Francisco, CA.

Studer. Q. (2003). Hardwiring Excellence: Purpose, Worthwhile Work, Making a Difference. Gulf Breeze, FL: Fire Starter Publishing.

Module 2

Conflict Resolution: When Should Leaders Step In? (Forbes, 2014)

Cloke, K., J. Goldsmith, and W. Bennis. (2005). Resolving Conflicts at Work: Eight Strategies for Everyone on the Job. Rev. ed. Jossey-Bass: San Francisco, CA.

Deutsch, M. The Resolution of Conflict: Constructive and Destructive Processes. (1973).  New Haven, CT: Yale University Press.

P. (2012, January 27). Tardiness: What does an effective supervisor do? Retrieved from https://www.youtube.com/watch?v=iSLkQH3RwWY

Patterson, K., J. Grenny, R. McMillan, and A. Switzler. (2005).Crucial Confrontations: Tools for Resolving Broken Promises, Violated Expectations, and Bad Behavior. New York: McGraw-Hill.

Self-Assessment 11.4: What Is Your Preferred Conflict Handling Style? (n.d.). Retrieved from http://highered.mheducation.com/sites/007040187x/student_view0/chapter11/self-assessment_11_4.html

Module 3

AHRQ. TEAM STEPPS: Long Term Care Version. https://www.ahrq.gov/teamstepps/longtermcare/index.html

Chong, E. (2007). Role balance and team development: A study of team role characteristics underlying high and low performing teams. Institute of Applied Science, 202-217.

(2010, December 04). Stephen M R Covey on relationship trust and 13 behaviors of high trust people. Retrieved from Stephen M R Covey on relationship trust and 13 behaviors of high trust people.

(2016, October 25). What If You Could See Trust? Retrieved from What If You Could See Trust?

Module 4

Heath. C. and Heath, D. (2010). Switch: How to Change Things When Change is Hard. New York, NY. Random House.

Kotter, J.P. (1996).  Leading change.  Boston, MA:  Harvard Business School Press.

Wilcox, J., Kersh, B., and Jenkins, E. (2017). Motivational Interviewing for Leadership: MI LEAD. Gray Beach Publishing.

Harvard Business School. (2009). Managing Change: Pocket Mentor Series. Boston, MA. Harvard Business School Press.

Module 5

CMS. QAPI Website. https://www.cms.gov/Medicare/Provider-Enrollment-and-Certification/QAPI/nhqapi.html

Langley, G.L., Moen, R.D., Nolan. K.M., Nolan, T.W., Norman., C.L., and Provost, L.P. (2009). The Improvement Guide: A Practical Approach to Enhancing Organizational Performance. San Francisco, CA: Jossey-Bass.

Bowers. B., Nolet., K., Roberts., T., Esmond. S. Implementing Change in Long Term Care: A Practical Guide to Transformation. National Nursing Home Quality Improvement Campaign.  Excellence https://www.nhqualitycampaign.org/

(2009, December 16). Root Cause Analysis From Juran. Retrieved from Root Cause Analysis From Juran

Providigm and Medline. QAPI ToolKit. https://www.medline.com/media/mkt/pdf/ProvidigmQAPIToolkit.pdf

Module 6

Baker, C. 2015. Developing Excellent Care for People Living with Dementia in Care Homes. Jessica Kingsley; London.

Baker, C. & Corrigan-Charlesworth, J. [Eds.]. 2017.Visiting the Memory Café and other Dementia Care Activities. Jessica Kingsley; London.

Brooker, D. 2007. Person Centered Dementia Care: making services better. Jessica Kingsley; London.

Dementia Initiative. 2013. Dementia Care: The Quality Chasm.

Downs, M. & Bowers, B. [Eds.]. 2nd Edition. 2014. Excellence in Dementia Care: Research into Practice. Open University Press; New York.

Kitwood, T. 2001. 3rd Edition. Dementia Reconsidered: the Person comes first. Open University Press: Buckingham, England.

Kowlanowski, A. 1999. An overview of the need- driven dementia compromised behavior model, 25 (9), 7-9.

Kovach,K, et al 2006. The serial trial intervention:  an innovative approach to meeting needs of individuals with dementia. Journal of Gerontological  Nursing,32(4),18- 27.

Kovach,K, Kelber,S, Simpson,M & Wells,T. 2006. Behaviors of nursing home residents with dementia: examining nurses’ response. Journal of  Gerontological Nursing, 32(6), 13-21.

Module 7

Sedwick, D. (2013). Do You Share Your Financials With Your Staff? https://leadinglongtermcare.com/2013/05/20/do-you-share-financials-w-staff/

Module 8

Buckingham, M. and Coffman, C. (1999). New York, NY: Simon & Schuster

Cover, S.M.R. (2006). The Speed of Trust: One Thing That Changes Everything. New York, NY: Free Press.

(2010, February 11). First Follower: Leadership Lessons from Dancing Guy. Retrieved from First Follower: Leadership Lessons from Dancing Guy

Kelleher, B. (2013, August 20). Employee Engagement - Who's Sinking Your Boat? Retrieved May 15, 2018, from Employee Engagement - Who's Sinking Your Boat?

Mind Tools Content Team. Herzberg’s Motivator’s and Hygiene Factors. https://www.mindtools.com/pages/article/herzberg-motivators-hygiene-factors.htm

Meadowlark Hills. Mission and Vision. http://www.meadowlark.org/

Pink, H. D. (2011). Drive: The Surprising Truth About What Motivates Us. New York, NY: Riverhead Books.

Sinek, S. (2009). Start With Why: How Great Leaders Inspire Everyone to Take Action. New York, NY: Penguin Group.

RSA. (2010, April 01). RSA ANIMATE: Drive: The surprising truth about what motivates us. Retrieved from RSA ANIMATE: Drive: The surprising truth about what motivates us

Module 9

Covey, S. R. (2004). The 7 habits of highly effective people: Restoring the character ethic ([Rev. ed.].). New York: Free Press.

Covey, S. M. R., & Merrill, R. R. (2006). The speed of trust: The one thing that changes everything. New York, N.Y.: Free Press.

Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press.

Module 10

Brokaw, T. (2008). Boom!: Talking about the sixties: What happened, how it shaped today, lessons for tomorrow. New York: Random House Trade Paperbacks.

Brokaw, T. (2010). The greatest generation. New York: Random House, Paw Prints (imprint of Baker & Taylor Books).

Twenge, J. M. (2014). Generation me: Why todays young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Atria Paperback.

US Census Bureau. (n.d.). Decennial Census Datasets. Retrieved from https://www.census.gov/programs-surveys/decennial-census/data/datasets.2010.html

Module 11

American Health Care Association (2014).  American Health Care Association 2012 Staffing Report.

Corazzini K, Anderson R, Mueller C, Hunt-McKinney S, Day L, Porter K. Understanding RN and LPN patterns of practice in nursing homes. J Nurs Regul. 2013; doi.org/10.1016/S2155-8256(15)30173-3.

Corazzini, N., K., Anderson, R., et al., (2011) Regulation of LPN scope of practice in long term care. Journal of Nursing Regulation, 2(2), 30-36.

Joint Commission (2019). National Patient Safety Goals: Nursing Care Center Available at https://www.jointcommission.org/assets/1/6/NPSG_Chapter_NCC_Jan2019.pdfhttps://www.jointcommission.org/standards/national-patient-safety-goals/nursing-care-center-national-patient-safety-goals/

Seblega, B.K., Zhang, N.J., Unruh, L.Y., Breen, G.M., Paek, S.C., & Wan, T.H. (2010). Changes in nursing home staff staffing levels, 1997-2007. Medical Care Research Review, 67; 232-246.

Shin JH & Bae, SH (2012). Nurse Staffing, Quality of Care, and Quality of Life in U. S. Nursing Homes, 1996-2011 An Integrative Review Journal of Gerontological Nursing 38(12):46-53.

U.S. Department of Health and Human Services. Adverse Events in Skilled Nursing Facilities: National Incidence Among Medicare Beneficiaries (OIG Report OEI-06-11-00370). 2014. Available at https://oig.hhs.gov/oei/reports/oei-06-11-00370.pdf

Vogelsmeier, A., Anderson, RA., Anbari, A., Ganong, L., Farag, A., & Niemeyer, M. (2017). A qualitative study describing nursing home nurses sensemaking to detect medication order discrepancies. BMC Health Services Research, 17:531 DOI: 10.1186/s12913-017-2495-6

Vogelsmeier, A., Anbari, A., Ganong, L., Anderson, R., Oderda, L., Farag, A., & Madsen, R. (2015). Detecting Medication Order Discrepancies in Nursing Homes: How RNs and LPNs Differ. Journal of Nursing Regulation, 6(3), 48-56.

Vogelsmeier, A., Scott-Cawiezell, J., & Pepper, G. (2011). Medication reconciliation in nursing homes: Thematic differences between RN and LPN staff. Journal of Gerontological Nursing. 37, 56-63.

Module 12

Burn-out : The High Cost of High Achievement. Herbert J. Freudenberger, 1980

Marion, R. & Uhl-Bien, M. (2001). Leadership in Complex Organizations. The Leadership Quarterly, 12(4), 389-418.

The Impact of Stress on Body Function: A Review. Found https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5579396/

The Short-Term Stress Response – Mother Nature’s Mechanism for Enhancing Protection and Performance Under Conditions of Threat, Challenge, and Opportunity. Found- https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5964013/

The Stress Effect : Why Smart Leaders Make Dumb Decisions--And What to Do About It. Author: Henry L. Thompson, Ph.D Date: 2010







Technical Requirements

For the best user experience, we recommend you use Google Chrome (63/64) as your browser.

Canvas works well with many mobile devices. See Getting Started with Canvas in the ELDA classroom located on the left side of the page for short tutorial videos and app download instructions.

You can find more information on technical requirements by clicking on Getting Started in Canvas on the left side of the Page.

For technical support, please contact Customer Support by clicking Support and Policies on the left side of the Canvas page.

General as well as course-specific technical skills learners must have to succeed in the course are specified.

Learners are provided with detailed, clearly worded information regarding the technologies they will need throughout the course. The word “technologies” covers a wide range, including hardware, software, subscriptions, and plug-ins. Examples of technical skills might include:

  1. Using the learning management system (Canvas)
  2. Using email with attachments
  3. Creating and submitting files in commonly used word processing formats
  4. Copying and pasting
  5. Downloading and installing software
  6. Using spreadsheet programs
Using presentation and graphics programs (e.g., PowerPoint)


If you need special accommodations because of a disability, or if you need materials in an alternative format, please inform your instructor or contact Customer Support .