Discussion 1: Leadership Theories in Practice NURS 6053

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NURS 6053 Discussion 1: Leadership Theories in Practice

Discussion 1: Leadership Theories in Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will reveal a seemingly endless supply of writings on leadership. Formal research literature is also teeming with volumes on the subject.

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However, your own observation and experiences may suggest these theories are not always so easily found in practice. Not that the potential isn’t there; current evidence suggests that leadership factors such as emotional intelligence and transformational leadership behaviors, for example, can be highly effective for leading nurses and organizations.

Yet, how well are these theories put to practice? In this Discussion, you will examine formal leadership theories. You will compare these theories to behaviors you have observed firsthand and discuss their effectiveness in impacting your organization. Discussion 1: Leadership Theories in Practice NURS 6053

To Prepare:

  • Review the Resources and examine the leadership theories and behaviors introduced.
  • Identify two to three scholarly resources, in addition to this Module’s readings, that evaluate the impact of leadership behaviors in creating healthy work environments.
  • Reflect on the leadership behaviors presented in the three resources that you selected for review.

By Day 3 of Week 4

Post two key insights you had from the scholarly resources you selected. Describe a leader whom you have seen use such behaviors and skills, or a situation where you have seen these behaviors and skills used in practice. Be specific and provide examples. Then, explain to what extent these skills were effective and how their practice impacted the workplace.

RE: Discussion – Week 4

Leadership can be a difficult thing. Leadership is not something that can be taught by a checklist and competency form to complete. Certain requirements for the position can use a checklist, but the act of relating to staff and how to handle issues is not as simple as checking a box. There are some essential leadership competencies that are important, such as a visionary process for the unit, how to incorporate team building and how to balance performance expectations (Marshall & Broome, 2017), but these are not skills that come easily for all leaders. There are things I struggle with, such as visionary issues. I have a director who always seems to have an idea of she wants and sees things for future endeavors. When a discussion was brought up about remodeling the psych unit, she knew exactly how she wanted this done based on her experience with other units she has worked. I have trouble with this as this is my first behavioral health unit, but if you asked my input on a labor and delivery unit, I would have a lot of ideas regarding design and staffing. Discussion 1: Leadership Theories in Practice NURS 6053

I believe I fall in the line of a transactional leader where I am centered on the caregiver role and the everyday operation of the unit (Alloubani et al., 2019). I am good with the daily tasks and interacting with the staff and patients and being aware of what is happening with them, but I have trouble sometimes identifying as a leader as opposed to a coworker because I am so visible on the unit. My director is the opposite and tries to keep personal interaction with staff to a minimum. She is aware of what is going on with them but has no interaction outside of the hospital and often is not aware of the situations of the patients on the unit. I believe I have to find a middle ground between the two.

 Like other nurses, it is hard to find a balance between work and life and an empathetic leader can help with that. Recognizing when a staff member has an issue or is struggling before they come to you is a great skill to acquire. We are in the field of caring for others, and that includes staff. I also think that nurses need recognition for the hard work and sacrifices they make, and as a caring leader I try to show that. It helps with staff satisfaction and retention (Peng et al., 2015) by showing how much they are appreciated. Discussion 1: Leadership Theories in Practice NURS 6053

New leaders may struggle to find their style of leadership. We may go in with expectations of how we should perform, but this is a skill one has to acquire by trial and error and learning to read the room.  Reaching out to a mentor and observing is one way, while another is realizing what kind of leader you would want to work under and try to be that one.

References

Alloubani, A., Akhu-Zaheya, L., Abdelhafiz, I., & Almatari, M. (2019). Leadership styles’ influence on the quality of nursing care. International Journal of Health Care Quality Assurance, 00–00. https://doi.org/10.1108/ijhcqa-06-2018-0138

Marshall, E. S., & Broome, M. E. (2017). Transformational leadership in nursing (2nd ed.). Springer Publishing Company.

Peng, X., Liu, Y., & Zeng, Q. (2015). Caring behaviour perceptions from nurses of their first-line nurse managers. Scandinavian Journal of Caring Sciences29(4), 708–715. https://doi.org/10.1111/scs.12201

By Day 6 of Week 4

Respond to at least two of your colleagues on two different days by explaining how the leadership skills they described may impact your organization or your personal leadership, or by identifying challenges you see in applying the skills described.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 4

To participate in this Discussion:

Week 4 Discussion


Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6053_Module03_Week05_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

Supported by at least three current, credible sources.

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

At least 75% of post has exceptional depth and breadth.

Supported by at least three credible sources.

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. Discussion 1: Leadership Theories in Practice NURS 6053
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).

One or two criteria are not addressed or are superficially addressed.

Is somewhat lacking reflection and critical analysis and synthesis.

Somewhat represents knowledge gained from the course readings for the module.

Post is cited with two credible sources.

Written somewhat concisely; may contain more than two spelling or grammatical errors.

Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.

Lacks depth or superficially addresses criteria.

Lacks reflection and critical analysis and synthesis.

Does not represent knowledge gained from the course readings for the module.

Contains only one or no credible sources.

Not written clearly or concisely.

Contains more than two spelling or grammatical errors.

Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post by day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.

Responds fully to questions posed by faculty.

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

Demonstrates synthesis and understanding of learning objectives.

Communication is professional and respectful to colleagues.

Responses to faculty questions are fully answered, if posed.

Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.

Communication is professional and respectful to colleagues.

Responses to faculty questions are answered, if posed.

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth.

Responses posted in the discussion may lack effective professional communication.

Responses to faculty questions are somewhat answered, if posed.

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.

Responses posted in the discussion lack effective professional communication.

Responses to faculty questions are missing.

No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days.
Total Points: 100
Name: NURS_6053_Module03_Week05_Discussion_Rubric

Discussion 2: Your Leadership Profile

Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.

How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.

To Prepare:

Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.

Please Note: This Assessment will take roughly 30 minutes to complete.

NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:

If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.

  • Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.

By Day 3 of Week 5

Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific.

By Day 6 of Week 5

Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 5 Discussion Rubric

Post by Day 3 and Respond by Day 6 of Week 5

To participate in this Discussion:

Week 5 Discussion

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6053_Module03_Week06_Assignment_Rubric
Grid View
List View
Excellent Good Fair Poor
Develop and submit a personal leadership philosophy that reflects what you think are characteristics of a good leader. Use the scholarly resources on leadership you selected to support your philosophy statement. Your personal leadership philosophy should include the following:

· A description of your core values.
· A personal mission/vision statement.
14 (14%) – 15 (15%)
The response accurately and thoroughly describes in detail a set of core values.

The response accurately and completely describes in detail a personal mission/vision statement.
12 (12%) – 13 (13%)
The response describes a set of core values.

The response describes a personal mission/vision statement.
11 (11%) – 11 (11%)
The response describes a set of core values that is vague or inaccurate.

The response describes a personal mission/vision statement that is vague or inaccurate.
0 (0%) – 10 (10%)
The response describes a set of core values that is vague and inaccurate, or is missing.

The response describes a personal mission/vision statement that is vague and inaccurate, or is missing.
· Analysis of your CliftonStrengths Assessment summarizing the results of your profile.
· A description of two key behaviors you wish to strengthen.
14 (14%) – 15 (15%)
The response accurately and completely provides an analysis and detailed summary of the CliftonStrengths Assessment.

The response accurately and thoroughly describes in detail two key behaviors to strengthen.
12 (12%) – 13 (13%)
The response accurately provides an analysis and summary of the CliftonStrengths Assessment.

The response describes two key behaviors to strengthen.
11 (11%) – 11 (11%)
The response provides an analysis and summary of the CliftonStrengths Assessment that is vague or inaccurate.

The response describes two key behaviors to strengthen that is vague or inaccurate.
0 (0%) – 10 (10%)
The response provides an analysis and summary of the CliftonStrengths Assessment that is vague and inaccurate, or is missing.

The response describes two key behaviors to strengthen that is vague and inaccurate, or is missing.
· A development plan that explains how you plan to improve upon the two key behaviors you selected and an explanation of how you plan to achieve your personal vision. Be specific and provide examples.
50 (50%) – 55 (55%)
An accurate, complete, and detailed development plan is provided that thoroughly explains plans to improve upon the two key behaviors selected.

The responses accurately and thoroughly explain in detail plans on how to achieve a personal vision with specific and accurate examples.

The response includes a comprehensive synthesis of information gleaned from sources that fully support how to achieve a personal vision. Integrates 2 or more credible outside sources, in addition to 2 or 3 course-specific resources to fully support the responses provided.
44 (44%) – 49 (49%)
An accurate development plan is provided that explains plans to improve upon the two key behaviors selected.

The responses explain plans on how to achieve a personal vision and may include some specific examples.

The response includes a synthesis of information gleaned from sources that may support how to achieve a personal vision. Integrates 1 credible outside source, in addition to 2 or 3 course-specific resources which may support the responses provided.
39 (39%) – 43 (43%)
A development plan is provided that explains plans to improve upon the two key behaviors selected that is vague or inaccurate.

The responses explain plans on how to achieve a personal vision and may include some examples that are vague or inaccurate.

The response includes information gleaned from 2 or 3 sources that may support how to achieve a personal vision.
0 (0%) – 38 (38%)
A development plan is provided that explains plans to improve upon the two key behaviors selected that is vague and inaccurate, or is missing.

The responses explain plans on how to achieve a personal vision that is vague and inaccurate, does not include any examples, or is missing.

The response does not include any additional information gleaned from outside sources, or is missing.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 (5%) – 5 (5%)
Uses correct APA format with no errors.
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors.
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6053_Module03_Week06_Assignment_Rubric

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