| Course | DNP 805 Organizational and Systems Leadership |
|---|---|
| Module | Module 1 |
| Paper type | Systems leadership competencies paper |
| Length | About 1,019 words, 6 pages |
| Format | APA 7 student paper |
| School | Aspen University |
| Program | DNP |
| Updated | September 2026 |
Free sample paper for DNP 805 Module 1
Three New Hospitals and One Nursing Standard: Leadership Competencies for a Nurse Executive's First Year After an Acquisition
Student Name
Doctor of Nursing Practice Program, Aspen University
DNP 805: Organizational and Systems Leadership
Instructor Name
Month Day, Year
Three New Hospitals and One Nursing Standard: Leadership Competencies for a Nurse Executive's First Year After an Acquisition
Leading change on one unit and leading change across a health system are different jobs. A unit leader can see the work, know the staff and adjust quickly; a system leader works through others, across sites with different histories, and must decide what to standardize and what to leave to local judgment. This paper examines the leadership competencies a doctoral nurse executive needs for system change, using a composite case: a regional health system has acquired three community hospitals, and its system chief nursing officer has been asked to integrate nursing practice and improve quality across all of them within a year. The paper draws on evidence about acquisitions and about leadership styles to identify the competencies that matter most.
Why Integration Is Hard
Acquisitions are often justified by promises of better quality through shared expertise and standardized practice. The evidence is sobering. Comparing 246 acquired hospitals with 1,986 that were not acquired, researchers found that patient experience scores slipped after acquisition, by an amount comparable to dropping nine percentile points, while readmission and mortality rates did not measurably improve (Beaulieu et al., 2020). Integration, in other words, does not improve care by itself. What happens after the transaction, including how nursing leaders manage change, decides whether patients benefit.
In the composite case, the acquired hospitals have their own policies, documentation practices, staffing models and cultures. Nurses at one hospital are proud of a long-standing primary nursing model; at another, travel nurses fill a quarter of shifts; at the third, turnover has doubled since the acquisition was announced. Each hospital's nurses fear losing what works for them.
Competency 1: Building Relationships Before Standards
The first competency is relational. Across 129 studies linking leadership style with nurse outcomes, a systematic review reported that leaders who focus on people and relationships were linked to more satisfied nurses and healthier work environments across many kinds of outcomes, and leaders who focus narrowly on tasks to less satisfied ones (Cummings et al., 2018). A second review of 12 hospital nursing studies reached a similar conclusion: transformational leadership showed the most positive links with nurses' job satisfaction, and passive or laissez-faire leadership the most negative (Specchia et al., 2021). For the system chief nursing officer, this means spending the first months listening: visiting every unit at each hospital, including nights, meeting local nurse leaders individually, and asking what nurses want protected and what they want fixed. It also means keeping promises made early, such as preserving a respected local practice or addressing a staffing complaint, since trust in a new owner is fragile.
Competency 2: Deciding What to Standardize
System leaders must distinguish practices that should be the same everywhere from those that can vary. Safety-critical processes, such as high-alert medication administration, sepsis recognition and fall prevention, benefit from system standards and shared measures. Care delivery models and scheduling practices may reasonably vary with local conditions. The chief nursing officer establishes a system nursing practice council, with frontline nurses from each hospital, to make these decisions, so that the nurses who must follow the standards write them, instead of receiving them from headquarters.
The council's first decision illustrates the approach. The three acquired hospitals used different sepsis screening tools, one of them paper based, and their time to antibiotics varied widely. The council chose a single electronic screening tool and escalation pathway for all sites, because inconsistency in a time-critical process endangers patients who transfer between hospitals. By contrast, it left each hospital free to keep its own care delivery model, including the primary nursing model one hospital valued, while agreeing on shared outcome measures for all of them.
Competency 3: Using Data Across Sites
System change requires comparable data. In the first quarter, the chief nursing officer's team aligns definitions for key measures, such as falls with injury, hospital-acquired pressure injuries, nurse turnover and patient experience, so that the hospitals can be compared fairly, and builds a simple system dashboard reviewed monthly with each hospital's nurse leader. Data are used first to learn, identifying which hospital does something well and why, and only later to hold leaders accountable, since early punitive use of data would undermine the relationships built in the first months.
Qualitative data matter too. Short quarterly pulse surveys and exit interviews tell the chief nursing officer why nurses stay or leave at each hospital, information that no quality dashboard captures.
Competency 4: Managing Change and Workforce Stability
Turnover threatens every integration. Nurses who leave take knowledge and relationships with them, and replacing them with travel staff raises cost and disrupts continuity. The chief nursing officer therefore makes workforce stability an explicit goal: communicating early and honestly about what will change, protecting pay and benefits where possible, creating clear paths for nurses to join system councils and development programs, and tracking turnover at each hospital monthly. Evidence that job satisfaction follows relational leadership (Cummings et al., 2018) supports investing in local nurse managers' leadership skills, since they shape nurses' daily experience more than any system executive.
Competency 5: Systems Thinking and Accountability
Finally, the system leader must think in terms of interdependence. Changes at one hospital affect others through shared staff pools, transfers and supply chains. A policy that works in the flagship hospital may fail in a small community hospital without the same pharmacy or informatics support. The chief nursing officer tests system standards at one site before spreading them, assigns an accountable owner for each system initiative, and reports progress to the system's quality committee and board, making nursing quality visible at the level where resources are decided.
Conclusion
Hospital acquisitions do not improve care automatically; evidence shows patient experience may even decline. A nurse executive leading integration needs relational leadership to build trust, judgment about what to standardize, shared data used first for learning, attention to workforce stability and systems thinking about how changes ripple across sites. For doctoral nurses preparing for system leadership, these competencies turn a merger from a change in ownership into an opportunity to improve care.
References
Beaulieu, N. D., Dafny, L. S., Landon, B. E., Dalton, J. B., Kuye, I., & McWilliams, J. M. (2020). Changes in quality of care after hospital mergers and acquisitions. New England Journal of Medicine, 382(1), 51-59. https://doi.org/10.1056/NEJMsa1901383
Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P. M., & Chatterjee, G. E. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60. https://doi.org/10.1016/j.ijnurstu.2018.04.016
Specchia, M. L., Cozzolino, M. R., Carini, E., Di Pilla, A., Galletti, C., Ricciardi, W., & Damiani, G. (2021). Leadership styles and nurses' job satisfaction: Results of a systematic review. International Journal of Environmental Research and Public Health, 18(4), Article 1552. https://doi.org/10.3390/ijerph18041552
What the DNP 805 Module 1 instructions ask for
Aspen does not post DNP 805 module prompts publicly; this example is therefore pinned to the official catalog description of the course: leadership strategies and competencies for creating change in large health care systems through quality improvement. An opening paper on that theme usually asks you to name the competencies a system-level nurse leader needs, explain why each one matters, and ground the argument in current evidence. Your own prompt may set a scenario, a page count or a required number of scholarly sources, and those details override anything shown here. Open the instructions in your classroom for the length, the source rules and any template before you begin. If the prompt names a framework, such as the AONL Nurse Executive Competencies, build your headings around it.
How this DNP 805 Module 1 example is built
The example is an APA 7 student paper of about 1,000 words. It starts with a short introduction that places a composite executive inside a newly enlarged system, then a section on why integration is hard, which uses a New England Journal of Medicine study of hospital mergers to show that ownership changes alone do not improve care. Five competency sections follow, each with its own heading, a concrete action and a source. The first puts relationships ahead of new policies; the second decides which practices should be uniform; the third shares data across sites; the fourth manages change without losing staff; the fifth holds the system accountable. A brief conclusion ties all five back to the merger evidence.
Where the marks sit in the DNP 805 Module 1 rubric
Your classroom holds the rubric for this paper, and content tends to carry the bulk of its points: whether each competency is explained, applied and supported. Here, full marks come from linking every competency to a step the leader actually takes, not from defining leadership in general terms, and the margin notes point to those links. A second share of points goes to organization, which is why each competency carries its own heading and a closing sentence that connects it to integration. The remaining points go to APA form and clean mechanics: a correct title page, every citation paired with its entry in the reference list, and clean sentences. Graduate rubrics also reward scholarly sources, so all three references here are peer-reviewed.
Common DNP 805 Module 1 mistakes, and how to avoid them
Papers here most often lose marks by discussing leadership traits with no setting attached. A list of qualities such as vision, integrity and communication reads as generic and earns little in the content rows. Anchor your paper in one system problem and show each competency working on it. A second common error is citing sources that describe unit management rather than system leadership; look for studies of multi-hospital organizations, mergers or executive practice. Students also run long on the introduction and short on the competencies, which is backward, so keep the opening to one paragraph. Finally, check that each in-text citation appears in your reference list with the same year, since mismatches are an easy deduction.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Aspen University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
More DNP 805 and DNP sample papers
- DNP 805 Module 2: Assessing Readiness for Change
- DNP 805 Module 3: High Reliability and Just Culture
- DNP 805 Module 4: Relationship-Based Care Across a System
- DNP 805 Module 5: System Quality Initiative With a Driver Diagram
- DNP 805 Module 6: Safety Event Analysis
- DNP 805 Module 7: Spreading a Unit Practice Across a System
- DNP 805 Module 8: System Leadership Plan for One Outcome
- DNP 835 Module 6: Staffing, Productivity and Resources
- DNP 851B Module 7: Recommendations for Practice and Future Work
- DNP875 Module 8: Population Intervention Plan
- DNP870 Module 4: Policy Options Analysis
DNP 805 Module 1 questions, answered
What does DNP 805 Module 1 usually ask for?
Aspen's DNP 805 description centers on leadership strategies and competencies for change in large health systems, so an opening paper on those competencies is a typical assignment. Check your classroom for the prompt.
What leadership style is linked to better nursing outcomes?
Systematic reviews associate relational styles, such as transformational leadership, with higher nurse job satisfaction and better work environments, and task-focused or passive styles with worse outcomes.
What makes system leadership different from unit leadership?
The system leader works through others across sites, decides what to standardize and what to leave local, relies on comparable data and must consider how changes at one site affect others.
Where can I find a free DNP 805 Module 1 sample paper?
This page carries one in full: a paper on leadership competencies for system change, laid out as it would be submitted, with notes in the margin, open to read at no cost. To get a version built on your own prompt, use the request form at the top of the page.
How many sources should a DNP 805 Module 1 paper use?
Use the number your instructor sets. This example cites three peer-reviewed studies, which suits about 1,000 words; a longer paper, or a prompt that asks for more, should draw on five or more recent sources.