HCA 545 Module 7 Cultural Leadership Strategies
Two named models across nine named issues. The structure is given to you, so the work is in showing where the models genuinely diverge rather than treating both as good.
Editorial process
Last reviewed · August 23, 2026
Nine issues, and the models diverge on some more than others
The structure is supplied and the temptation is to describe each model in turn and then say both have merit, which produces a paper with no argument in it. Organise by issue instead, taking each of the nine and saying what each model does with it, because that structure forces a comparison at every point and makes the divergences visible. It also protects you from the other common failure, which is treating nine issues as equally discriminating. They are not. The models will look similar on clarity of mission, since every leadership model asserts the importance of mission, and will differ sharply on workforce representation and on gender, religious, ethnic and racial differences, since that is precisely where one model places its emphasis and the other treats it as one consideration among many. Sorting the nine into agreement and divergence before you draft saves the paper from nine paragraphs of the same observation.
Characterise the two accurately rather than reducing one to a caricature. The dynamic cultural model treats culture, communication and continuous adaptation as the leader's primary instruments and is strongest where the organisation must change with the community it serves; its weakness is that culture work is slow and hard to measure, which matters when reform arrives on a statutory timetable. The omnibus model is broader and more structural, concentrating on strategic positioning, external environment scanning and the alignment of systems, and it is strongest at organisational redesign and at succession planning because those are structural problems; its weakness is that a structurally sound plan can fail on adoption. Say which model you would use for which of the nine issues, since that is a comparison rather than a summary, and the honest conclusion for most of them is that they are complementary rather than competing.
Likely learning objectives
- Organise a two-model comparison by issue rather than by model.
- Identify where two models genuinely diverge and where they do not.
- Characterise each model's strength and its corresponding weakness.
- Reach a differentiated conclusion rather than a balanced one.
Assignment instructions
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Review every instruction before using the planning guidance that follows.
Details: 1) Write a paper (1,000-1,250 words) that compares and contrasts the strategies and applications of the dynamic cultural leadership model with the omnibus leadership model. An effective health care organization must be committed to improving the health of the community. Discuss how the following issues are addressed by each of the leadership models: a) Clarity of mission. b) Education of all organizational levels including governance. c) Workplace should reflect the community it serves. d) Organizational redesign to meet recently enacted Healthcare Reform. e) Cultivation of high-potential employees. f) Development of succession plans. g) Reduction of turnover. h) Processes to effectively implement new strategies. i) Gender, religious, ethnic, and racial differences. HCA 545 Module 7 Cultural Leadership Strategies 2) Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. 3) This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
Course-wide instructions that accompany this question
ADDITIONAL INSTRUCTIONS FOR THE CLASS Discussion Questions (DQ) Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. Weekly Participation Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. APA Format and Writing Quality Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition. Use of Direct Quotes I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. LopesWrite Policy For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score. Late Policy The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. Communication Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
What HCA 545 Module 7 requires
- 01A paper of 1,000-1,250 words in APA format.
- 02A comparison and contrast of the strategies and applications of both models.
- 03Coverage of how each model addresses all nine named issues.
- 04A discussion connected to the commitment to improving community health.
A comparison organised by issue
The two models characterised
Describe each model's central instruments and assumptions concisely.
What the assessor is likely looking for
Fair characterisation of both.
Mission, education and implementation
Compare the models on the issues where they largely agree.
What the assessor is likely looking for
Agreement acknowledged rather than manufactured into difference.
Representation and difference
Compare on workforce representation and on demographic difference.
What the assessor is likely looking for
The sharpest divergence identified.
Redesign and reform
Compare on structural change under a statutory timetable.
What the assessor is likely looking for
The timetable used as the discriminating factor.
Talent, succession and turnover
Compare on cultivating employees, succession and retention.
What the assessor is likely looking for
Structural and cultural approaches distinguished.
Which model, for what
Conclude by matching each model to the issues it handles better.
What the assessor is likely looking for
A differentiated recommendation.
Where the leadership model evidence sits
Recommended databases
- PubMed Central
- NCBI Bookshelf
- GCU Library
- CINAHL
Search sequence
- 1.Read a primary description of each model rather than a textbook comparison.
- 2.Search leadership model effectiveness for evidence on either.
- 3.Look up health reform implementation timelines for the redesign issue.
- 4.Check workforce diversity evidence for the representation issue.
Reference shortlist
These are authoritative starting points, not a ready-made bibliography. A qualified reviewer must confirm that each source fits the assignment and supports the claim beside which it is cited.
Where Do Models for Change Management, Improvement and Implementation Meet? A Systematic Review of the Applications of Change Management Models in Healthcare
Journal of Healthcare Leadership · 2021
A comparison of change and implementation models, as a template for the analysis.
Change Management In Health Care
StatPearls, NCBI Bookshelf · 2023
Change management in health care, for the implementation issue.
Nursing leadership and management in home care: A qualitative scoping review
Journal of Nursing Management · 2022
Leadership and management in practice, for succession and turnover.
Diversity and Discrimination in Health Care - StatPearls - NCBI Bookshelf
StatPearls Publishing, via NCBI Bookshelf · 2024
Diversity in health care, for the representation and difference issues.
A Strategic Imperative for Promoting Hospital Branding: Analysis of Outcome Indicators
PMC / National Library of Medicine · 2020
Strategic positioning, for the omnibus model's external scanning emphasis.
Before you submit Module 7
Common mistakes
- Describing each model in turn and never comparing them.
- Treating all nine issues as equally discriminating.
- Reducing one model to a caricature so the other wins.
- Concluding that both models have merit without saying where each is better.
- Omitting the community health framing the brief supplies.
Submission checklist
- Is the paper organised by issue rather than by model?
- Have you identified where the models actually diverge?
- Does each model get a strength and a matching weakness?
- Do you say which model suits which issue?
- Is community health addressed as the stated purpose?
Use this guide to plan and review your own work. Follow your institution's rules and read Brinevia's academic-integrity policy.
Written by
Maren Caldwell
MSN, RN, CNE
Medical-surgical nursing, pharmacology and NCLEX preparation
Maren is a registered nurse with over 15 years of clinical and educational experience in medical-surgical nursing. She writes on NCLEX preparation, patient care fundamentals, pharmacology and evidence-based practice.

Reviewed by
Dr. Tessa Redmond
DNP, RN, CNE
Evidence-based practice and clinical education
Tessa is a doctorally-prepared nurse educator. She reviews Brinevia content for clinical accuracy and alignment with current evidence-based guidelines.