NURS 6053 Discussion Leadership Theories in Practice
NURS 6053 Discussion  Leadership Theories in Practice

NURS 6053 Discussion  Leadership Theories in Practice

Formal leadership theories focus on the principles of good management and the official aspects of the organization (Doherty & Hunter Revell, 2020). Formal leadership styles have strong similarities with the initiating structure. Xu (2017) discussed leadership theories in clinical practice as transformational, participative, transactional, situational, and autocratic. According to Xu (2017), transformational leaders motivate others with their vision and cooperate with the team towards shared values. Participative leadership is an administrative style that invites contributions from employees to organizational decisions (Xu, 2017).

A leadership theory that I have identified recently in practice is the transformational style used by a nurse leader in the hospital where I worked earlier. The nurse leader used to: Idealize influence to build confidence, practice inspirational motivation to articulate a clear vision for the organization, encourage people within the facility to question and challenge assumptions, to look at old problems in new ways, and gave individualized consideration to each follower. The nurse leader was always open to criticism or ideas that would enhance the quality of working conditions. For example, the nurse leader once accepted ideas to reduce the working hours and proposed to the management to employ more nurses. One of the vital behaviors I have identified is that leaders’ influence and motivation have an impact on commitment to work and job satisfaction among nurses (Choi et al., 2016). Another peculiarity is that openness to new ideas improves the quality of nurses’ working lives (Ferreira et al., 2018). The openness and transformational leadership qualities were essential since it helped improve the quality of nurses’ working lives (Giddens, 2018). All the nurses are happy due to the traits of the nurse leader and thus remained committed to their job, and they were always satisfied.

References

Choi, S. L., Goh, C. F., Adam, M. B. H., & Tan, O. K. (2016). Transformational leadership, empowerment, and job satisfaction: the mediating role of employee empowerment. Human resources for health, 14(1), 73. https://doi.org/10.1186/s12960-016-0171-2

Doherty, D. P., & Hunter Revell, S. M. (2020, March). Developing nurse leaders: Toward a theory of authentic leadership empowerment. In Nursing Forum. https://doi.org/10.1111/nuf.12446

Ferreira, V. B., Amestoy, S. C., Silva, G. T. R., Felzemburgh, R. D. M., Santana, N., & Trindade, L. D. L. (2018). Transformational leadership in nurses’ practice in a university hospital. Acta Paul. Enferm.[Internet], 31(6), 644-50.

Giddens, J. (2018). Transformational leadership: What every nursing dean should know. Journal of Professional Nursing, 34(2), 117-121.

Xu, J. H. (2017). Leadership theory in clinical practice. Chinese Nursing Research, 4(4), 155-157. https://doi.org/10.1016/j.cnre.2017.10.001

NURS 6053 Discussion  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.

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.

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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.

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

 Module 3: Leadership (Weeks 4-6)

Laureate Education (Producer). (2018). The Leader in You [Video file]. Baltimore, MD: Author.

Learning Objectives

Students will:

Analyze the effectiveness and impact of leadership skills
Assess personal leadership traits
Analyze how leadership traits can be applied to personal leadership philosophies and behaviors
Develop a personal leadership philosophy
Create a development plan related to personal leadership philosophies
Due By Assignment
Week 4, Days 1–2 Read the Learning Resources.
Compose your initial Discussion 1 post.
Week 4, Day 3 Post your initial Discussion 1 post.
Begin to compose your Assignment.
Week 4, Days 4-5 Review peer Discussion 1 posts.
Compose your peer Discussion 1 responses.
Continue to compose your Assignment.
Week 4, Day 6 Post two peer Discussion 1 responses.
Week 5, Days 1-2 Compose your initial Discussion 2 post.
Continue to compose your Assignment.
Week 5, Day 3 Post your initial Discussion 2 post.
Continue to compose your Assignment.
Week 5, Days 4-5 Review peer Discussion 2 posts.
Compose your peer Discussion 2 responses.
Continue to compose your Assignment.
Week 5, Day 6 Post two peer Discussion 2 responses.
Week 6, Days 1- 6 Continue to compose your Assignment.
Week 6, Day 7 Deadline to submit your Assignment.

Learning Resources

Required Readings

Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). New York, NY: Springer.

Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)

Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3

 

Resources for the StrengthsFinder Assessment Tool

Rath, T. (2007). Strengths Finder 2.0 – with Access Code.

Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0.

Document: How to Access Strengths Finder 2.0 (PDF)

 

 

 

Required Media

Laureate Education (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.

Moore Foundation. (n.d.). Nurses share lessons in leadership. Retrieved from https://www.youtube.com/playlist?list=PLopRJPO6GaifsYPGP_jcWXZzU10H3AaX7

 

Rubric Detail

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

Content

Name: NURS_6053_Module03_Week04_Discussion_Rubric

Grid View
List View
  Excellent Good Fair Poor
Main Posting Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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 Points Range: 10 (10%) – 10 (10%)

Posts main post by day 3.

Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)

Does not post by day 3.

First Response Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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 Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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 Points Range: 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%) Points Range: 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100

Name: NURS_6053_Module03_Week04_Discussion_Rubric

 

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