NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

Sample Answer for NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership Included After Question

NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

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Topic 3 DQ 1

Jun 27-29, 2022

Describe the fundamental principles of servant leadership. Present two qualities of servant leadership and explain how they support interprofessional communication in providing patient care.

 

A Sample Answer For the Assignment: NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

Title: NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

Ashley Fitzpatrick

Jun 30, 2022, 1:33 PM

Replies to Ashley Fitzpatrick

Servant leadership is considered to be one of the highest levels of leadership. (Gandolfi, Stone, 2018) It is a leadership built on building relationships and gaining trust and has a primary focus on serving and is then followed by a desire to lead. (Thomas, 2018). By having a focus on serving others, this helps leaders direct their efforts towards those who are in the community. (Thomas, 2018) There are many qualities that are seen in servant leadership such as conceptualization, empathy, as well commitment. Conceptualization is key in servant leadership because it is important to “have more than just short-term goals in mind” (Thomas, 2018), and they are able to maintain daily operational efforts. Empathy is important because it allows the leaders to connect with individuals through them sharing their feelings and identifying unique characteristics of each individual. (Thomas, 2018). This also allows leaders to be able to support their followers in any way they may need to in order to gain success. Lastly, Commitment is a great quality that servant leaders have. They are dedicated to their followers and “inspire and promote personal and professional growth and strive to identify ways to support this growth among staff” (Thomas, 2018).

References:

 

Gandolfi, F., Stone, S., & Deno, F. (2017). Servant leadership: an ancient style with 21st century relevance. Review of International Comparative Management, 18(4), 350–361.

 

Thomas, J. S. (2018). Applying servant leadership in practice. Nursing leadership and management: leading and serving. (Chapter 3). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/3

 

Chizoba Njoku

replied toAshley Fitzpatrick

Jun 30, 2022, 8:49 PM

  • Replies to Ashley Fitzpatrick

Hi Ashley,

Thanks for your post. Another amazing quality of a servant leader is the quality of foresight. A servant should be able to distinctly predict some of the most probable outcomes in a situation. Moreover, it is done by understanding how past trends and present actions affect future outcomes. (Cherry & Jacob, 2016). Patients who are receiving chemotherapy are at risk for falls due to the effect of the medication, patients are thereby instructed and educated on falls risk and are told to change positions slowly in bed when rising and also to use call bell for assistance.

Reference

Cherry, B., & Jacob, S. R. (2016). Contemporary nursing: issues, trends & Management Elsevier Health Sciences.

  • Mary Bonillos

replied toAshley Fitzpatrick

Jun 30, 2022, 9:13 PM

  • Replies to Ashley Fitzpatrick

The premodern servant leader “stems from biblical references that, to be great or to be a chief, one must also be a servant (Mark 10:43)” (Saju et al., 2019). While the modern servant leader makes the conscious decision to take a leadership role—implying being a servant is inherent to the position (Saju et al., 2019). This leadership style represents the current best practice for charge nurses, according to Saju et al. (2019), as their main job is to promote, nurture, and encourage others. Servant leaders are likelier to listen to staff and take others’ ideas and suggestions. They work closely with the team and can easily recognize strengths and weaknesses and how to bring out the best in them. A servant leader’s primary goal is to support the team’s needs, help solve problems and promote personal growth.

Reference

Saju, C., Stout, D. E., & Olson, D. M. (2019). The science of being a charge nurse. Journal of Neuroscience Nursing51(4), 157. https://www.nursingcenter.com/journalarticle?Article_ID=5040693&Journal_ID=828525&Issue_ID=5040692

  • Sara Habib

replied toAshley Fitzpatrick

Jul 1, 2022, 4:12 PM

  • Replies to Ashley Fitzpatrick

Hi,

Great post. There are so many qualities of a great servant leader, one of them also being persuasion. Persuasion is an important quality because it can be a powerful tool to gain the acceptance of followers (Thomas, 2018). Also, being persuasive is achieved through patience. It’s important to know that persuasion is not changing and individuals’ perceptions (Thomas, 2018). Persuasion is the ability to change what people think by allowing them to tap into their own perspectives and voluntarily find the relationship

Thomas, J. S. (2018). Applying servant leadership in practice. Nursing leadership and management: leading and serving. (Chapter 3). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/3

 

 

Breanna Jenkins

Jun 29, 2022, 11:03 PM

Replies to Ashley Fitzpatrick

Servant leadership is focused on the community around them. This type of leadership follows the Christian worldview, by serving others and being willing to accommodate the individuals around them. “Servant leadership is a leadership style and philosophy whereby an individual interacts with others—either in a management or fellow employee capacity—to achieve authority rather than power” (Kenton, 2022). This type of leadership aims to work as a team and take individuals concerns into consideration in order to develop a stronger team, make them feel values and comfortable to approach. ” Employees value their own performance when they know their performance is being valued. This value increases commitment and has a direct effect on the quality of services provided” (Thomas. 2018).

One quality of servant leadership includes listening, this is important in order to communicate in providing care for the patient, because listening allows the individual to express their concerns which will lead to solutions. Another quality includes empathy, during patient care it is important that we remain empathetic towards our clients in order to build rapport and make them feel comfortable and provide resources that will accommodate them.

NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership
NRS 451 Topic 3 DQ 1 Describe the fundamental principles of servant leadership

References:

Kenton, W. (2022, June 17). Servant leadership. Investopedia. from https://www.investopedia.com/terms/s/servant-leadership.asp#:~:text=Servant%20leadership%20is%20a%20leadership,embodies%20a%20decentralized%20organizational%20structure.

 

Thomas, J. S. (2018). Applying servant leadership in practice. Nursing leadership and management: leading and serving. (Chapter 3). https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-management-leading-and-serving/v1.1/#/chapter/3

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Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0
Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0
Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
  Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost       -5 points lost
Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

Also Read: NRS 451 Topic 2 DQ 3 Post your idea and basic thoughts about the topic using the assignment details from Topic 3