| Course | IHP 505 Leadership in Clinical Microsystems |
|---|---|
| Module | Module 10 |
| Paper type | closing reflective journal on microsystem leadership |
| Length | About 340 words, 3 pages |
| Format | APA 7 student paper |
| School | Southern New Hampshire University |
| Program | MS Healthcare Administration |
| Updated | September 2026 |
Free sample paper for IHP 505 Module 10
Module Ten Journal
Nobody Ever Asked Her
The sentence that changed my term came from Denise, who has worked Northgate's front desk for four years. During the assessment interviews, I asked what she would change about scheduling. She paused and said, "Nobody ever asked me that before." Then she described, in five minutes, the three scheduling rules that caused most of the reschedules I had been trying to fix for a year. I had been managing the clinic from my office, solving problems as they reached me, and the person who understood the schedule best had been ten feet away the whole time.
Edmondson (1999) showed that teams learn only when people trust that raising a worry will not cost them, and that the boss largely sets that trust. Our survey showed only 38% of staff felt comfortable raising concerns. Denise's silence was not indifference; it was a reasonable response to a clinic where front-desk staff were rarely consulted. Gittell et al. (2000) showed that how well roles communicate and respect one another affects patient outcomes. When we measured relational coordination, the front desk's ties to every other role were the weakest in the clinic, which meant patients' first contact with us was also our most disconnected link.
Nelson et al. (2002) studied high-performing microsystems and found leaders who set direction, valued staff and used data, not leaders who personally fixed everything. That description unsettled me, because fixing things was how I defined my job. Over the term I began to see my role differently: making it safe to speak, bringing roles together in the huddle, showing the numbers every week and letting the team design the solutions.
The first weeks of huddles were awkward, but by week six Denise was leading the part where we review open slots. I plan to keep three practices: asking the least powerful person in the room first, making the numbers visible to everyone and measuring whether staff feel heard as seriously as I measure access. Nobody ever asked her. Now asking is the first thing I do.
References
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. https://doi.org/10.2307/2666999
Gittell, J. H., Fairfield, K. M., Bierbaum, B., Head, W., Jackson, R., Kelly, M., Laskin, R., Lipson, S., Siliski, J., Thornhill, T., & Zuckerman, J. (2000). Impact of relational coordination on quality of care, postoperative pain and functioning, and length of stay: A nine-hospital study of surgical patients. Medical Care, 38(8), 807-819. https://doi.org/10.1097/00005650-200008000-00005
Nelson, E. C., Batalden, P. B., Huber, T. P., Mohr, J. J., Godfrey, M. M., Headrick, L. A., & Wasson, J. H. (2002). Microsystems in health care: Part 1. Learning from high-performing front-line clinical units. The Joint Commission Journal on Quality Improvement, 28(9), 472-493. https://doi.org/10.1016/S1070-3241(02)28051-7
What the IHP 505 Module 10 instructions ask for
For the last IHP 505 entry, most instructors want a personal account of how the term reshaped your picture of front-line leadership and what you will now do differently. Use your own voice, stay near 450 words and anchor the story in two or three course readings cited in APA 7. A single turning point usually works better than a tour of every module: describe what happened, what you had assumed, what the research helped you see and what you are now doing about it. Entries that admit a blind spot read as more credible than polished lists of takeaways. IHP 505 graders notice clean headings in IHP 505 papers. IHP 505 names and dates need checking before IHP 505 submission.
How this IHP 505 Module 10 journal example is built
This journal comes from a practice manager whose front-desk employee said nobody had ever asked her ideas, then explained the scheduling rules behind most reschedules. Edmondson's research on psychological safety explains her silence, Gittell and colleagues' relational coordination work reveals the front desk as the clinic's weakest link and Nelson and colleagues' study of high performers shows leaders who build conditions rather than fixing everything. The manager describes shifting from fixer to convener, notes that the employee now leads part of the huddle and commits to asking the least powerful person first, sharing numbers and measuring whether staff feel heard. IHP 505 students can reuse this structure for IHP 505 work. IHP 505 claims here trace to cited IHP 505 sources.
Where the IHP 505 Module 10 rubric puts the points
Graders of the IHP 505 closing journal look for genuine self-examination, sound use of the readings, concrete detail, practices the writer will keep, clear organization and APA 7. The entries that earn the most credit build on one real episode, use research to explain it and show a change in the writer's own behavior. Entries score lower when they recap coursework, talk about leadership only in theory or pledge vague improvement. Noticing who holds the least voice in the microsystem, and describing a specific step to change that, tends to impress. IHP 505 marks favor careful formatting across IHP 505 sections. IHP 505 citations keep every IHP 505 argument credible.
IHP 505 Module 10 help: the mistakes that cost points
Final IHP 505 entries frequently slip by recapping the course, by citing readings that never touch the story and by closing with pledges nobody could check. Another weak spot is describing the team's problems as if the writer played no part in them. Build around one episode, bring in research that explains it, own what you missed and describe habits you will keep. If the program ties this entry to named leadership competencies, paste that list into your IHP 505 notes and the draft will work each one in. IHP 505 drafts start well from a IHP 505 outline. IHP 505 feedback already received guides IHP 505 revisions.
Get IHP 505 Module 10 written to your instructions
Share the IHP 505 closing prompt and a moment that changed how you lead. The journal you receive will be candid, connect that moment to research on teams and microsystems and end with practices your team could see you keep, within 24 to 48 hours, free the first time. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
More IHP 505 papers and related MS Healthcare Administration samples
- IHP 505 Module 1 Discussion: What a Clinical Microsystem Is
- IHP 505 Module 2 Microsystem Assessment Paper: A 5P Assessment of a Primary Care Clinic
- IHP 505 Module 3 Milestone One: An Access Problem Worth Fixing
- IHP 505 Module 4 Teamwork Paper: Teamwork and Relational Coordination in a Primary Care Clinic
- IHP 505 Module 5 Milestone Two: Evidence on Advanced Access and Team-Based Scheduling
- IHP 505 Module 6 Leadership Paper: Leadership That Frontline Staff Trust
- IHP 505 Module 7 Milestone Three: An Implementation Plan with Huddles and Small Tests
- IHP 505 Module 8 Staff Well-Being Paper: Burnout, the Fourth Aim and Workflow Redesign
- IHP 505 Module 9 Final Project: Microsystem Improvement Proposal for Same-Week Access
- IHP 501 Module 7 Milestone Three: An Intervention Plan Built with the Community
- IHP 450 Module 1 Healthcare Manager Discussion
- IHP 410 Module 2 Social Determinants Discussion
- IHP 340 Module 5 Hypothesis Testing Short Paper
IHP 505 Module 10 questions, answered
Where can I find a free IHP 505 Module 10 Journal sample?
This page holds the complete journal, in which a practice manager reflects on psychological safety, relational coordination and leading from the front line.
What should a leadership reflection journal include?
A specific moment that changed your thinking, research that explains it, what you did differently and practices you will continue.
Why do front-line staff stay silent?
Research on psychological safety shows people speak up only when they believe it will not bring embarrassment or punishment, and leaders shape that belief.
What do high-performing microsystem leaders do?
They set direction, value staff, use data and create conditions for teams to solve problems rather than solving everything themselves.
How can a leader give quieter staff a voice?
Ask the least powerful person first in meetings, give them a standing role and respond visibly to what they raise.