| Course | PNP 6023 Organizational Board and Volunteer Development |
|---|---|
| Module | Module 1 |
| Paper type | Board roles and responsibilities paper |
| Length | 1,200 words, about 4 pages plus title and reference pages |
| Format | APA 7 student paper |
| School | American College of Education |
| Program | Doctor of Business Administration |
| Updated | October 2026 |
Free sample paper for PNP 6023 Module 1
Care, Loyalty and Obedience in a Rural Hospice: What Board Members Owe the Organization and How Three Theories Explain What They Actually Do
Student Name
American College of Education
PNP6023: Organizational Board and Volunteer Development
Module 1 Assignment
Instructor Name
October 12, 2026
Introduction
ACE describes board members as a special type of volunteer who guide an organization's direction, promote it in the community and ensure its mission of service is fulfilled. This paper examines what that means at a nonprofit hospice serving six rural counties in northeast Iowa, where I am director of community relations and staff the board's committees. The hospice is a composite; it blends features of several rural hospices I know, with identifying details altered. The paper sets out the board's legal duties and core responsibilities, uses three theories to explain how the board actually behaves and identifies where its practice falls short.
The Organization and Its Board
The hospice cares for about 140 patients on an average day in their homes and in nursing facilities, with a staff of 85 and roughly 160 volunteers. It is certified by Medicare, which pays for most of its care and sets conditions on how it is governed and staffed. A nine-member volunteer board governs the organization. Its members include a retired family physician, two farmers who are longtime donors, a banker, a pastor, a high school principal, a former hospice nurse, a funeral director and a retired insurance agent. Most have served for more than eight years. The board meets every other month, and an executive committee of three acts between meetings.
Three Fiduciary Duties
Nonprofit board members owe the organization three legal duties under state nonprofit law. The duty of care asks them to give board work the care a careful, well-informed member in that role would give it: to attend meetings, read materials, ask questions and make informed decisions. The duty of loyalty asks members to place the hospice's welfare above any personal gain, which means disclosing conflicts of interest and stepping away from decisions in which they have a stake. The duty of obedience requires them to keep the organization faithful to its mission and compliant with the law and its own bylaws. For a hospice, these duties carry particular weight, because the board answers for an organization that cares for dying patients and spends public money through Medicare.
Core Responsibilities
From those duties follow the board's practical responsibilities: setting mission and strategic direction, hiring, supporting and evaluating the executive director, ensuring financial health and adequate resources, overseeing quality and compliance, representing the organization to the community and governing itself well through recruitment, orientation and evaluation of its own members. In a Medicare-certified hospice, the governing body also carries formal responsibility for the hospice's operations and quality program, so oversight of quality of care is not optional. In practice the hospice board spends most of its meeting time on the inpatient wing campaign and on approving routine reports, leaving little room for the oversight and self-assessment work on this list.
Three Theories of Board Behavior
Miller-Millesen (2003) proposed that three theories explain different parts of what nonprofit boards do. Agency theory sees the board as a monitor protecting the organization's owners, in a nonprofit the public and its donors, from managers who might pursue their own interests; it predicts boards that review finances, set controls and evaluate executives. Resource dependence theory sees the board as a bridge to the outside world, bringing money, information, legitimacy and connections; it predicts boards that fundraise and advocate. Institutional theory sees the board as conforming to expectations about what a proper board looks like; it predicts boards that adopt standard policies and structures because others have them.
Applying the Theories
Each theory explains part of the hospice board's behavior. Resource dependence describes its strongest work: the farmers and the banker have raised most of the funds for a new inpatient wing, the pastor and funeral director connect the hospice to families across six counties and the physician lends credibility with referring doctors. Institutional theory explains why the board has a conflict-of-interest policy, a whistleblower policy and an audit committee, all adopted after a peer hospice's consultant recommended them. Agency theory explains least, because the board's monitoring is weak. Members receive a monthly financial statement but rarely discuss it, the executive director's last formal evaluation was four years ago and the board has never reviewed the hospice's quality data beyond a summary of family satisfaction surveys.
Three Gaps
The analysis exposes three gaps between duty and practice. The first is quality oversight. The duty of care, and the hospice's regulatory obligations, require the board to understand how well patients are cared for, yet it sees almost no clinical quality information. The second is executive evaluation. A board that has not formally evaluated its executive in four years cannot claim to be exercising informed oversight. The third is loyalty in practice. The banker's institution holds the hospice's accounts and the line of credit for the new wing; he disclosed the relationship and abstained from the vote, as the policy requires, but the board has never asked whether banking terms are competitive. None of these gaps reflects bad faith. Each reflects a board whose strengths lie in connection and fundraising and whose habits never developed around monitoring.
Why the Gaps Matter
It might be argued that a board strong in fundraising and community ties is doing its job, and that monitoring can be left to managers and regulators. Research on nonprofit boards suggests otherwise. Brown (2005) found that boards rated as more competent, for example in strategic and analytical work, were associated with stronger organizational performance, though the association does not prove the board caused it. For the hospice, the risks of weak monitoring are concrete. Medicare surveyors review quality and compliance, and a serious finding would land on a board that had not been watching. The new inpatient wing raises the organization's debt and operating costs, which a board that rarely discusses finances may not fully grasp. And an executive who receives no formal evaluation has no structured feedback, which makes succession planning harder if the current director, now in her late sixties, retires.
Implications for Development
The gaps suggest the direction for the rest of this course. Recruitment should add members with financial oversight and clinical quality expertise. Orientation should teach every member what the duty of care requires in a hospice, including how to read quality data. The board-executive relationship needs a regular evaluation cycle that the executive director welcomes rather than fears. And the board should consider term limits, so that its composition can change as the hospice's needs change. Cornforth (2012) cautioned that governance involves more than the board alone and changes over time; the hospice's board was well suited to its founding era of community fundraising and now needs to grow into an era of regulation, data and larger budgets.
Conclusion
The hospice board owes duties of care, loyalty and obedience and carries responsibilities from strategy to self-governance. Resource dependence and institutional theory explain its strengths in fundraising, connection and formal policy, while agency theory highlights weak monitoring of quality, finances and the executive. Closing those gaps, through recruitment, orientation, evaluation and term limits, is the agenda for the modules ahead.
References
Brown, W. A. (2005). Exploring the association between board and organizational performance in nonprofit organizations. Nonprofit Management and Leadership, 15(3), 317-339. https://doi.org/10.1002/nml.71
Cornforth, C. (2012). Nonprofit governance research: Limitations of the focus on boards and suggestions for new directions. Nonprofit and Voluntary Sector Quarterly, 41(6), 1116-1135. https://doi.org/10.1177/0899764011427959
Miller-Millesen, J. L. (2003). Understanding the behavior of nonprofit boards of directors: A theory-based approach. Nonprofit and Voluntary Sector Quarterly, 32(4), 521-547. https://doi.org/10.1177/0899764003257463
What the PNP 6023 Module 1 instructions ask for
In the opening module of PNP 6023, prompts commonly ask what boards owe their organizations and how well a real board meets those obligations. Expect to explain the fiduciary duties of care, loyalty and obedience, describe the main responsibilities of a nonprofit or public board and apply them to a board you know or have studied. Many instructors want a theoretical lens, such as agency or resource dependence theory, to explain why boards behave as they do. Describe the board's composition and practices specifically, protect identities where needed and end by naming the gaps that later modules on recruitment, orientation and development should address. A short section on why the board matters to the organization's performance can strengthen the case for change.
How the PNP 6023 Module 1 example is put together
The paper introduces the hospice and its nine-member board with details on tenure and meeting rhythm, then defines the three fiduciary duties and explains why they weigh heavily in hospice care. Core responsibilities follow, including quality oversight. Three theories of board behavior are summarized and then applied one at a time to observed behavior: fundraising and connections, adopted policies and weak monitoring. Three gaps are named with specific evidence, such as a four-year lapse in executive evaluation. A section on implications sets the agenda for recruitment, orientation, evaluation and term limits before a short conclusion. Evidence on board performance and organizational results supports the case for change.
Reading the PNP 6023 Module 1 rubric
Board papers in this course are graded on accuracy, application and insight. Faculty look for the fiduciary duties and board responsibilities to be explained correctly, then applied to a real board with specific evidence rather than general praise. Using theory to explain board behavior earns credit when each theory is linked to something the board actually does. Identifying gaps candidly, without blaming individuals, and connecting them to development needs shows mature analysis. Papers that describe an ideal board without assessing a real one tend to score in the middle. As in every paper, careful prose and correct APA 7 references are expected. Linking board practices to organizational results, with a source, adds weight. Tact counts too.
Common PNP 6023 Module 1 mistakes, and how to avoid them
Writing about a board you work with can be awkward, and many drafts either praise the board or avoid hard observations. If your paper describes board duties without assessing how your board meets them, our writers can help you build a fair, specific analysis. Share what you know about the board's composition, practices and recent decisions, with the prompt attached; our writers will prepare a paper that explains duties, applies theory and names gaps tactfully. Hospitals, clinics, schools and community nonprofits all suit this assignment. A clear-eyed analysis sets up the rest of the course. Sensitive points are worded tactfully.
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 American College of Education 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.
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PNP 6023 Module 1 questions, answered
What does PNP6023 Module 1 usually ask for?
The first PNP6023 module typically asks you to examine the roles, responsibilities and fiduciary duties of a nonprofit or public board, often by analyzing a board you know.
What are the three fiduciary duties of nonprofit board members?
The duty of care, to act prudently and stay informed; the duty of loyalty, to put the organization's interests first; and the duty of obedience, to keep it faithful to its mission and the law.
What theories explain nonprofit board behavior?
Agency theory emphasizes monitoring, resource dependence theory emphasizes bringing in resources and connections and institutional theory emphasizes conforming to accepted practice.
Where can I find a free PNP 6023 Module 1 sample paper?
This page has one: a rural hospice board's duties and responsibilities are set out, three theories explain its behavior and three gaps between duty and practice are identified.
Do board members need to review quality data?
In health care organizations they generally should, since overseeing quality of care is part of the duty of care and, for many providers, a regulatory expectation of the governing body.