BSN 4012 Differentiate between leadership and management

BSN 4012 Differentiate between leadership and management

BSN 4012 Differentiate between leadership and management

Overview

Write a 3-4 page analysis that assesses your professional
development needs as a nurse leader.

Note: The assessments in this course build upon each other,
so you are strongly encouraged to complete them in sequence.

For professional nurse-leaders, effective communication
skills are essential for inter-professional teamwork and collaboration. Kelly
and Tazbir (2014) emphasize the importance of this interaction:

Interprofessional teamwork and collaboration among staff
nurses and other disciplines in the health care setting are so critical to
optimizing patient care safety and outcomes that they are a priority for most
health care administrators, directors, and managers (p. 140).

Successful leadership strategies are based on a leader’s
strengths, the situation, the environment, and the stakeholders involved.
Developing a plan for professional development is integral in developing leadership
and management skills.

By successfully completing this assessment, you will
demonstrate your proficiency in the following course competencies and
assessment criteria:

Competency 1: Integrate key nursing leadership, management,
and communication concepts into collaborative practice situations.

Differentiate between leadership and management.

Explain key nursing leadership, management, and
communication concepts that facilitate collaboration and support interprofessional
teams.

Describe a personal leadership and communication style.

Identify skills or areas for future professional
development.

Competency 5: Communicate in manner that is consistent with
the expectations of a nursing professional.

Write content clearly and logically, with correct use of
grammar, punctuation, mechanics, and current APA style.

BSN 4012 Differentiate between leadership and management Reference

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Competency Map

CHECK YOUR PROGRESS

Use this online tool to track your performance and progress
through your course.

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Context

Throughout its history, nursing has relied on ethical
principles to serve as guidelines in determining patient care (Kelly &
Tazbir, 2014, p. 395). Health care leaders have the responsibility to create an
ethically principled environment that upholds the professional standards.
According to Kelly and Tazbir (2014), “Ethics is the branch of philosophy
that concerns the distinction of right from wrong, based on a body of
knowledge, not just based on opinions” (p. 395).

BSN 4012 Differentiate between leadership and management Reference

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

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Questions to Consider

To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a work associate,
an interested friend, or a member of your professional community.

What are some effective strategies for communicating and
resolving conflict?

What are some of the communication challenges when working
with interprofessional teams?

How does the leadership style and behavior affect an
organization’s culture?

What are the attributes of an effective nurse leader?

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Resources

Suggested Resources

The following optional resources are provided to support you
in completing each assessment. They provide helpful information about the
topics in this unit. For additional resources, refer to the Research Resources
and Supplemental Resources in the left navigation menu of your courseroom.

Capella Multimedia

Click the links provided below to view the following
multimedia pieces:

Nurse Leadership: Present and Future Needs | Transcript.

Leadership Styles Questionnaire | Transcript.

Leadership Skills Questionnaire | Transcript.

Leadership Perception Questionnaire | Transcript.

Library Resources

The following resources are provided for you in the Capella
University Library and are linked directly in this course. These articles
contain content relevant to the topics and assessments that are the focus of
this unit.

Giltinane, C. L. (2013). Leadership styles and theories.
Nursing Standard, 27(41), 35–39.

Martin, D., Godfrey, N., & Walker, M. (2015). The
baccalaureate big 5: What Magnet hospitals should expect from a baccalaureate
generalist nurse. Journal of Nursing Administration, 45(3), 121–123.

Doroteo-Espinosa, M. M. (2013, February). Management
strategies and leadership styles of selected hospitals for effective clinical
nursing supervision. Paper presented at the International Conference on
Management, Leadership & Governance, Kidmore End, UK.

Dickerson, P. S. (2014). Grounding our practice in nursing
professional development. Journal of Continuing Education in Nursing, 45(7),
288–289.

Park, C. W. (2015). Interprofessional education:
Implications for nursing professional development practice. Journal for Nurses
in Professional Development, 31(4), 242–243.

Hauck, S., Winsett, R. P., & Kuric, J. (2013).
Leadership facilitation strategies to establish evidence-based practice in an
acute care hospital. Journal of Advanced Nursing, 69(3), 664–674.

Course Library Guide

A Capella University library guide has been created
specifically for your use in this course. You are encouraged to refer to the
resources in the BSN-FP4012 – Nursing Leadership and Management Library Guide
to help direct your research

Internet Resources

Access the following resources by clicking the links
provided. Please note that URLs change frequently. Permissions for the
following links have been either granted or deemed appropriate for educational
use at the time of course publication.

Nurse Manager Skill Inventory. (2006). Retrieved from
http://www.aone.org/resources/nurse-manager-skills-inventory.pdf

Free Management Library. (n.d.). Various self-assessments
for personal and professional development. Retrieved from
http://managementhelp.org/personaldevelopment/self-assessments.htm

Leadership IQ. (n.d.). Quiz: What’s your leadership style?
Retrieved from
http://www.leadershipiq.com/blogs/leadershipiq/36533569-quiz-whats-your-leadership-style

Psychology Today. (n.d.). Leadership style test. Retrieved
from http://psychologytoday.tests.psychtests.com/take_test.php?idRegTest=3205

Learning Nurse. (n.d.). Nursing competence advanced
self-assessment tools. Retrieved from http://www.learningnurse.org/index.php/assessment/sa-tools/sa-advanced

American Association of Colleges of Nursing. (2011). Core
competencies for interprofessional collaborative practice. Retrieved from
http://www.aacn.nche.edu/education-resources/IPECReport.pdf

Bookstore Resources

The resource listed below is relevant to the topics and
assessments in this course. Unless noted otherwise, this material is available
for purchase from the Capella University Bookstore. When searching the
bookstore, be sure to look for the Course ID with the specific –FP (FlexPath)
course designation.

Kelly, P., & Tazbir, J. (2014). Essentials of nursing
leadership and management (3rd ed.). Clifton Park, NY: Delmar.

Chapter 1.

Chapter 5.

Assessment Instructions

Preparation

Use the Capella library and the Internet to research key
nursing leadership, management, and communication concepts, and take several
self-assessment tests to identify your leadership style and understand how to
adapt your style to various situations. Although most of the free online tests
are informal measures of skills and attitudes, the results may provide helpful
insight into your leadership style and strengths and weaknesses.

Instructions

Deliverable: Develop a Professional Development Needs
Assessment.

Scenario:

You have been promoted to Nurse Manager. As you transition
into your new role, Human Resources (HR) requires you to participate in a
leadership and management training workshop. The first day of the workshop
involves a self-assessment of your leadership and communication style and an
examination of key characteristics of an effective nursing leader, culminating
in an assessment of your professional development needs. HR requires you to
submit a Professional Development Needs Assessment so future training sessions
are designed to meet those self-identified needs.

Use the following subheadings to organize your Professional
Development Needs Assessment:

Leader and Manager: Differentiate between leadership and
management.

What job tasks require a manager?

What situations require a leader?

Key Concepts: Explain key nursing leadership, management,
and communication concepts that facilitate collaboration and support
interprofessional teams.

Explain how key nursing leadership, management, and
communication concepts facilitate collaboration with interprofessional teams.

Leadership Self-Assessment: Describe your personal
leadership and communication style.

Explain the strengths of your style that make an effective
leader.

Skill Development: Identify skills or areas for future
professional development.

What training do you need to be a successful leader in your
new position?

Additional Requirements

Written communication: Written communication should be free
of errors that detract from the overall message.

APA formatting: Resources and in-text citations should be
formatted according to current APA style and formatting.

Length: The plan should be 3–4 pages in content length,
double-spaced.

Font and font size: Times New Roman, 12 point.

Number of resources: Use a minimum of three peer-reviewed
resources.

BSN 4012 Differentiate between leadership and management 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.