IHP 600 Module 10 Journal Example

Reviewed by Delia Ravenscroft, MSN, RN

This IHP 600 Module 10 Journal sample is a closing reflection on what it means to lead people inside a health care system. It is written for SNHU IHP 600 (IHP-600), the MS Healthcare Administration course on social and organizational issues. The writer, a composite nurse manager, admits starting the term believing that nurses who left simply could not handle the pressure. Working through exit interviews and unit data changed that view, and Maslach and Leiter's account of mismatches between people and their jobs gave it language. Weiner's idea of shared readiness explained why past initiatives faded, and Bodenheimer and Sinsky's fourth aim reframed staff well-being as part of patient care. It ends by naming three management habits: asking before assuming, reporting back and protecting time to listen.

CourseIHP 600 Social & Organizational Issues in Healthcare
ModuleModule 10
Paper typeclosing reflective journal on organizational leadership
LengthAbout 370 words, 3 pages
FormatAPA 7 student paper
SchoolSouthern New Hampshire University
ProgramMS Healthcare Administration
UpdatedSeptember 2026

Free sample paper for IHP 600 Module 10

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Module Ten Journal

The Nurses Were Not the Problem

I will be honest about where I started. At the beginning of this term, I believed the nurses leaving my hospital were mostly people who could not take the pressure, and that better hiring would fix it. I had even suggested we screen applicants for resilience. Reading 97 exit interviews for Milestone Two ended that belief. The same complaints appeared again and again, from nurses I knew to be skilled and committed: seven patients, no breaks, no answer when they raised a concern.

What this page is doingThe writer admits the belief they held at the start of the term.
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Maslach and Leiter (2016) gave me words for what I was seeing. They locate burnout in the fit between a person and the job, across areas such as workload, control and fairness, rather than in personal weakness. Once I looked at our units that way, the pattern was obvious. The ICU and the medical-surgical floors hire from the same pool, yet one keeps its nurses and the other does not. The difference is the work, not the people.

Weiner (2009) helped me understand something that had frustrated me for years: why our initiatives fade. He describes readiness as something members share, built from commitment to a change and confidence that it can succeed. Our nurses were committed to fixing staffing; what they lacked was any reason to believe leaders would follow through. I had been treating their skepticism as negativity when it was a reasonable reading of history.

Bodenheimer and Sinsky (2014) reframed the whole project for me. I had thought of staff well-being as a nice extra, something to fund when the budget allowed. Their case for a fourth aim, caring for those who give care, made me see it as a condition for safe, affordable care, which changed how I presented the plan to our finance director.

What this page is doingThree readings explain how the writer's thinking changed.
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Here is what changes in my practice. I will ask staff what is happening before deciding what is wrong. I will report back on every concern raised in my huddles, even when the answer is no. And I will protect an hour each week to round on my unit without an agenda. The nurses were never the problem; the system I help run was, and that is the part I can change.

What this page is doingThe writer names habits for their management practice.
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References

Bodenheimer, T., & Sinsky, C. (2014). From triple to quadruple aim: Care of the patient requires care of the provider. Annals of Family Medicine, 12(6), 573-576. https://doi.org/10.1370/afm.1713

Maslach, C., & Leiter, M. P. (2016). Understanding the burnout experience: Recent research and its implications for psychiatry. World Psychiatry, 15(2), 103-111. https://doi.org/10.1002/wps.20311

Weiner, B. J. (2009). A theory of organizational readiness for change. Implementation Science, 4, Article 67. https://doi.org/10.1186/1748-5908-4-67

What the IHP 600 Module 10 instructions ask for

The closing IHP 600 Journal centers on how the term reshaped your understanding of social and organizational issues in health care and what that means for your leadership. Write in the first person, keep to about 400 to 600 words and connect your reflection to two or three course readings cited in APA 7. Start from a concrete experience in your project or workplace, describe how your thinking shifted and explain which ideas caused the shift. Close with specific habits or practices you will adopt, since graders look for commitments that could be observed. IHP 600 graders notice clean headings in IHP 600 papers. IHP 600 names and dates need checking before IHP 600 submission. IHP 600 prompts vary by term, so recheck IHP 600 directions.

How this IHP 600 Module 10 journal example is built

In this entry, a composite nurse manager admits beginning the term believing departing nurses lacked resilience. Reading 97 exit interviews changed that, and Maslach and Leiter's view of burnout as a mismatch between person and job explains why. Weiner's shared readiness reframes staff skepticism as a reasonable response to faded initiatives, and Bodenheimer and Sinsky's fourth aim turns well-being into a condition of safe care. The writer closes with three habits: asking before assuming, reporting back on concerns and rounding weekly without an agenda. IHP 600 students can reuse this structure for IHP 600 work. IHP 600 claims here trace to cited IHP 600 sources. IHP 600 readers can adapt each section to IHP 600 data.

Where the IHP 600 Module 10 rubric puts the points

Closing journals in IHP 600 are generally graded on honest reflection, a specific experience, accurate use of course concepts, meaningful links to readings, concrete commitments and clear writing with APA 7 citations. Stronger entries admit a real change of mind and explain what caused it. Grades slip for IHP 600 journals that recap weekly topics in order, when readings are mentioned without connection to experience or when the closing commitments are too vague to act on or observe in practice. IHP 600 marks favor careful formatting across IHP 600 sections. IHP 600 citations keep every IHP 600 argument credible. IHP 600 instructors weigh evidence heavily in IHP 600 grading.

IHP 600 Module 10 help: the mistakes that cost points

This journal often falls short when it lists topics covered rather than describing how thinking changed, when it avoids admitting any earlier mistaken belief and when commitments are broad promises instead of habits. Choose one moment in your project that changed your view, explain it with one or two readings and name practices you could start next week. Send your own stories and the IHP 600 journal wording so the entry carries your perspective. IHP 600 drafts start well from a IHP 600 outline. IHP 600 feedback already received guides IHP 600 revisions. IHP 600 rubrics posted in Brightspace clarify IHP 600 expectations.

Get IHP 600 Module 10 written to your instructions

Share the IHP 600 closing journal prompt along with the point in your project when a belief of yours gave way. The reflection comes back in your voice, linking that moment to the readings and naming habits you can start using, 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.

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IHP 600 Module 10 questions, answered

Where can I find a free IHP 600 Module 10 Journal sample?

IHP 600 Module 10 is available in full on this page as a nurse manager's reflection on seeing turnover as a system problem and leading change with staff.

How long should the IHP 600 closing journal be?

Most prompts expect roughly 400 to 600 words with two or three readings cited in APA 7.

Is it okay to admit I was wrong in a journal?

Yes; showing how your thinking changed, and why, is exactly what a reflective journal is meant to capture.

What makes a good leadership commitment?

A specific, observable habit, such as reporting back on every concern, rather than a general promise to listen more.

Should the journal reference my final project?

It can; drawing on your project gives the reflection concrete detail and links it to the course's work.