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NUR 514 Topic 2 DQ 2

DQ 2 :After reviewing the topic materials and conducting your own research on servant leadership, describe how the vocation of the nurse is similar to the goals of a servant leader.

The underlying principle of servant leadership is that leaders address the needs of the team before their own and
serve others before serving the self. After reviewing the topic materials and conducting your own research on
servant leadership, describe how the vocation of the nurse is similar to the goals of a servant leader. Identify any
examples you have seen in your practice, and the best way you can demonstrate servant leadership in nursing
practice.

What differentiates servant leadership from other styles of leadership is the primary focus on the
follower first. Most styles of leadership direct their focus first on a mission and second on
empowering followers to achieve that mission. Servant leadership directs its focus first on the
ability of the individuals to succeed and then on the success of the mission. Servant leaders help
their followers to grow and succeed, which in turn aids in accomplishing the organizational
mission. The perception of a servant leader should be one of a courageous steward who holds
people accountable for their own good. Servant leaders are those individuals who develop and
empower others to reach their highest potential. This speaks directly to the individual potential of
the followers rather than the organization. Servant leadership assumes that if the followers are
maximizing their potential, it will directly translate to the potential of the organization and its
overall performance. When servant leadership is applied correctly and with proper intentions, an
authentic and natural form of reciprocity takes place between the leader and follower, which in
turn increases workforce engagement and improves organizational performance (Gandolfi &
Stone, 2018).

Read Also:DQ 2 :From your experience, how can developing strong interprofessional relationships increase collaboration and benefit patient outcomes or organizational initiatives? 
Servant leadership includes ten characteristics- listening, empathy, healing, awareness,
persuasion, conceptualization, foresight, stewardship, commitment to growth of people, and
building community (Gandolfi & Stone, 2018). Communication begins with listening. A servant
leader hears what others are saying through both verbal and nonverbal communication and
reflect upon what they hear to lead a group to its full potential. Having empathy or understanding
and sharing the feelings of followers allow servant leaders to be placed in a position at the level
of those followers. Servant leaders are further able to identify the characteristics hat make each
individual unique and provide them with the ability to understand how best to support and lead
their followers to achieve success in the mission, in this case how the staff nurses respond to
their patients’ needs. While the leaders may not always accept the performance or actions of
followers, the leader always accept each follower as an individual.
When the servant nurse leader displays a genuine interest in the team and further support through
meeting the needs of the team, the quality of care increases within the organization (Thomas,
2018). Listening and empathy displayed by the servant nurse leader to their patients provides for
interprofessional communication as the nurse will include the patient and family to identify the
patient needs, make decisions regarding the patient’s care, solve problems together, and evaluate
the planned treatment.
As a Nurse Manager, I employed servant leadership especially during the annual employee
evaluation process. The employee evaluation process simply stated only evaluates if the
individual is meeting the expectations of the organization. It lacks personal development
features. I created a format that tasked each nurse to assess areas of strengths and opportunities.
Then together we discussed strategies to develop those areas. For example, a nurse with two
years of experience felt she was not ‘experienced’ enough to consider growth in the department

when viewed alongside nurses with more years of experience. A goal we set together was to
attend a preceptor course to then begin first mentoring nursing students and later to precept new
hire nurses to the department.
A servant leader is a skilled communicator, a compassionate collaborator, a system thinker, and
someone who leads with moral authority. Nursing practice and the vocation of nursing lends
itself to the servant leadership model through its dedication of service.
References
Gandolfi, F., Stone, S. (2018). Leadership, Leadership Styles, and Servant Leadership. Journal
of Management Research (09725814), 18(4), 261-269. Retrieved from https://search-ebscohost-
com.lopes.idm.oclc.org/login.aspx?direct=true&db=bth&AN=132968632&site=eds-
live&scope=site
Thomas, J.S. (2018). Applying servant leadership in practice. Nursing Leadership and
Management: Leading and Serving. 1, Ch. 3. Retrieved
from https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-mangement-leading-and-
serving/v1.1/#/chapter/3

NUR 514 Topic 2 DQ 2

NUR 514 Topic 2 DQ 2

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:DQ 2 :After reviewing the topic materials and conducting your own research on servant leadership, describe how the vocation of the nurse is similar to the goals of a servant leader.

 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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 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 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.
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