The Work Breakdown Structure

The Work Breakdown Structure

Nursing education provides a platform for lifelong learning targeted at imparting to the learners the prerequisite skills necessary for patient care. Integral to this educational process are theoretical nursing concepts that detail nursing perspectives and processes. As Hickman (2019) notes, maintaining knowledge of theoretical nursing concepts forms the groundwork of professional nursing and plays a role in enhancing nurses’ competency as they transition to their professional nursing careers. This can be achieved through diverse approaches ranging from discussion questions, assignments, lectures, quizzes, and examinations.

As the appointed project manager to lead my classmates in writing an end-of-course summary guide to improve all course areas, I plan to form three subteams/groups. Each group will have a leader. Their role will be to guide other members in executing group variables per the listed item. Each group will be expected to provide an end-of-course summary guide that will be used to update the competency areas listed. Notably, several considerations were made when designing this work breakdown structure. These included the apparent weakness areas requiring considerable emphasis, interpersonal interactions between individual group members, and individual leadership and interpersonal skills.

Table 1

A Work Breakdown Structure for the End-of-Course Summary Guide Case Study

Group	Item	Group Leader and Members	Expectations
1	Nurse practice issues	Group Leader:   Group Members:	Several ethical and legal issues are apparent within the realm of nursing practice. The group will detail specific ethical and legal obligations for nurses and how they can be leveraged in clinical decision-making processes.
2	Course concepts	Group leader:   Group Members:	The group will give an overview of some of the concepts discussed.
3	Role of student leadership in facilitating learning processes	Group Leader:   Group Members:	Student leadership plays a role in promoting a healthy learning environment and fostering meaningful collaborations. The group will detail the nexus between student leadership and professional nursing practice and how skills adopted in leadership roles shape professional nursing practice.

References

Hickman, R. L. (2019). Nursing theory and research. Advances in Nursing Science, 42(1), 85–86. https://doi.org/10.1097/ans.0000000000000255

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The Work Breakdown Structure is likely a new concept for most students in the class. Your graded PM assignment this week will be to create a WBS for your Executive CGE project. We felt it would be helpful to provide you with an opportunity to practice this important skill as part of the Collaboration Café this week. There are some additional resources included in the lesson that you are also encouraged to take advantage of.

Assume you were appointed as a project manager to lead a dozen of your classmates to write up an end-of-course summary guide that would be used to update all areas of the course (i.e., discussion questions, lectures, assignments, quizzes, and exams). You get to meet face-to-face periodically, but the majority of the work is done via teleconference (Zoom, TEAMS, WebEx, etc.) and e-mail. You plan to form subteams to work on each of these elements, each headed by a subteam leader. Create a WBS for this case study. What are some of the considerations you made when you decided on this structure? After posting your draft, review a number of your classmates’ ideas and look for similarities and differences. Ask questions about why a person set up his or her plan as he or she did. Would you change anything about your plan after networking with others?