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NUR 514 Leadership Style Reflective Essay

NUR 514 Leadership Style Reflective Essay

Self-awareness is critical in different leadership positions. In most cases, leaders should
develop emotional intelligence to deal with various problems in the organization. For the leaders
to understand themselves, there is always a need to take different personality tests. The
emotional intelligence test is one of the assessments that can enable an individual to adjust their
behaviors and adopt new strategies of dealing with people. Emotional intelligence tests can
provide an individual with essential information that can assist with self-development and self-
management. Knowing the degree of emotional intelligence in the work environment can lead to
the provision of valuable information to direct and advance one's career. The purpose of this
paper is to discuss the significance of self-assessment from three tests and offer a reflection of
the same.

Assessments Selected

For the assessment, I selected an emotional intelligence test, personality assessment, and
learning style assessment. I selected an emotional intelligence test because I wanted to
understand and effectively manage my emotions and of those around me. Sometimes, people feel
offended when I interact with them; therefore, emotional intelligence tests would enable me to
understand my areas of weaknesses and make appropriate adjustments in an attempt to increase
social skills. The test is critical in knowing the level of my interactive skills and the possible
adjustments that can be made to enhance my leadership abilities. The test score for the emotional
intelligence test was 70%. From the result, it was indicated that I am reasonably skilled in
identifying, perceiving, and expressing emotions for myself and others (Nightingale et al., 2018).
From the outcome, my skills in emotional intelligence aid in the processes of understanding

LEADERSHIP STYLE REFLECTIVE ESSAY 3
others and how they feel. My level of emotional intelligence indicates the ability to understand
my feelings and that of others.
From the personality assessment test, the score was 79%, indicating that I am an
extrovert, a trait that determines how I relate with people socially. The test also indicated that I
am observant and able to make decisions and cope with emotions. The test showed that my
feeling for others was 81%. Finally, from the test, the outcome indicated that I have a strong
sense of judgment with the score at 72%. For the learning style assessment, the scores were as
follows: Aural 5, Visual 2, Reading/writing 3, and Kinesthetic 9. The results indicated that my
learning ability relies on experiences, practical exercises, case studies, examples, things that are
real, and trial and error.

Read Also:DQ 2: Discuss some benefits and drawbacks of virtual care/telehealth particularly related to the collaboration and coordination of care and the role of the advanced registered nurse

Leadership Style

One of the main leadership styles that align with my philosophy of care is the democratic
management system. The above method of leadership majorly involves the contribution of
others. The decision-making processes are based on the perception of the majority. One of the
interesting things about the democratic leadership style is the integration of feelings and thoughts
of different people within the work environment (Peker et al., 2018). Usually, when people come
together, they are able to reach consensus making it easier for the leaders to implement policies
with less resistance. Emotional intelligence is critical in the democratic leadership style since it
will enhance the understanding of people and how to approach everyone within the organization
for better management processes. Most organizations that prosper adhere to the democratic
leadership styles to integrate workers and enhance collaborative skills and interprofessional
cooperation.

Ways of Incorporating Democratic Leadership Style

LEADERSHIP STYLE REFLECTIVE ESSAY 4
Incorporating a democratic leadership style in the healthcare organization should involve
creating strong teamwork with focused members. It also involves encouraging subordinates to
adhere to the interprofessional collaboration. The democratic leadership style involves the
incorporation of people in the management process (Fiaz & Saqib, 2017). As a result, I would
involve workers, including nurses, doctors, the management, and other healthcare professionals
in the decision-making processes to formulate the policies that lead to the achievement of
objectives and mission. In a healthcare organization, it is important to consider the contribution
of everyone in the treatment process or disease prevention (Kilicoglu, 2018). Also, with
evidence-based practices, the implementation of a democratic leadership style becomes easier as
everyone is always involved in healthcare activities. Encouraging independent thinking is
another way that I would use to ensure the implementation of democratic leadership styles in a
healthcare organization. I would ensure that every activity being undertaken involved a number
of people so as to gauge different perceptions and come up with an organized decision that can
transform the operational processes.

Areas of Improvements Identified Through the Assessments
From the three assessments, I was able to identify different areas of weaknesses that
require improvements. First, even though the test revealed that I have a high level of emotional
intelligence, at 70%, adjustments are still needed when it comes to the decision-making
processes and communication with people (Ekstrand et al., 2018). Also, from the learning style
assessment, the focus should be on the visual learning styles; this is one of the critical areas in
the learning processes. It encourages the absorption of ideas through visualization or practice.

Conclusion

LEADERSHIP STYLE REFLECTIVE ESSAY 5
Emotional intelligence tests, learning style assessments, and personality assessments are
critical in understanding an individual's abilities. The performance in these tests showed that I
have high emotional intelligence while dealing with people. The outcomes also indicated that I
am an extrovert, and my learning abilities are based on the visual and kinesthetic approaches.
All these outcomes may also be indicated in the creation of strong leadership skills.

LEADERSHIP STYLE REFLECTIVE ESSAY 6

References

Ekstrand, J., Lundqvist, D., Lagerbäck, L., Vouillamoz, M., Papadimitiou, N., & Karlsson, J.
(2018). Is there a correlation between coaches’ leadership styles and injuries in elite
football teams? A study of 36 elite teams in 17 countries. Br J Sports Med, 52(8), 527-
531.
Fiaz, M., Su, Q., & Saqib, A. (2017). Leadership styles and employees' motivation: Perspective
from an emerging economy. The Journal of Developing Areas, 51(4), 143-156.
Kilicoglu, D. (2018). Understanding democratic and distributed leadership: How democratic
leadership of school principals related to distributed leadership in schools?. Educational
Policy Analysis and Strategic Research, 13(3), 6-23.
Nightingale, S., Spiby, H., Sheen, K., & Slade, P. (2018). The impact of emotional intelligence
in health care professionals on caring behaviour towards patients in clinical and long-
term care settings: Findings from an integrative review. International journal of nursing
studies, 80, 106-117.
Peker, S., Inandi, Y., & Giliç, F. (2018). The relationship between leadership styles (autocratic
and democratic) of school administrators and the mobbing teachers suffer. European
Journal of Contemporary Education, 7(1), 150-164.

NUR 514 Leadership Style Reflective Essay

NUR 514 Leadership Style Reflective Essay

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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.

Rubric Criteria

Total125 points

Criterion

1. 1: Unsatisfactory

2. 2: Less Than Satisfactory

3. 3: Satisfactory

4. 4: Good

5. 5: Excellent

Title Page

Title Page

0 points

The title page is not formatted according to required style. The title page is omitted.

5 points

The title page reflects some required formatting, but overall it is not correctly applied.

5.5 points

The title page is presented. The required formatting is applied but there are minor errors.

5.75 points

The title page is presented. The required formatting is applied, although there may be one or two errors.

6.25 points

The title page is presented. The required format is applied correctly. There are no errors.

A Specific Leadership Style That Aligns With Philosophy of Care, Including Appeal

A Specific Leadership Style That Aligns With Philosophy of Care, Including Appeal

0 points

A discussion of a specific leadership style that aligns with philosophy of care, including appeal, is not included.

5 points

A discussion of a specific leadership style that aligns with philosophy of care, including appeal, is present, but it lacks detail or is incomplete.

5.5 points

A discussion of a specific leadership style that aligns with philosophy of care, including appeal, is present.

5.75 points

A discussion of a specific leadership style that aligns with philosophy of care, including appeal, is clearly provided and well developed.

6.25 points

A comprehensive discussion of a specific leadership style that aligns with philosophy of care, including appeal, is thoroughly developed with supporting details.

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

Mechanics of Writing (includes spelling, punctuation, grammar, and language use)

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.

5 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

5.5 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

5.75 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

6.25 points

The writer is clearly in command of standard, written, academic English.

Introduction

Introduction

0 points

The introduction is not presented in required format. The introduction is omitted.

10 points

An introduction is presented but the overall required formatting is not consistently or correctly applied.

11 points

An introduction is presented. The required formatting is applied but there are minor errors.

11.5 points

The introduction is presented. The required formatting is applied, although there may be one or two errors.

12.5 points

The introduction is presented. The required formatting is applied correctly. There are no errors.

Thesis Development and Purpose

Thesis Development and Purpose

0 points

Paper lacks any discernible overall purpose or organizing claim.

10 points

Thesis is insufficiently developed or vague. Purpose is not clear.

11 points

Thesis is apparent and appropriate to purpose.

11.5 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

12.5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Areas for Self-Improvement, Including Steps to Improve Leadership Capabilities

Areas for Self-Improvement, Including Steps to Improve Leadership Capabilities

0 points

A discussion of areas for self-improvement, including steps to improve leadership capabilities, is not included.

5 points

A discussion of areas for self-improvement, including steps to improve leadership capabilities, is present, but it lacks detail or is incomplete.

5.5 points

A discussion of areas for self-improvement, including steps to improve leadership capabilities, is present.

5.75 points

A discussion of areas for self-improvement, including steps to improve leadership capabilities, is clearly provided and well developed.

6.25 points

A comprehensive discussion of areas for self-improvement, including steps to improve leadership capabilities, is thoroughly developed with supporting details.

Summary of Self-Assessment Selections and Results

Summary of Self-Assessment Selections and Results

0 points

A summary of why each self-assessment was selected and the results obtained on each assessment is not included.

5 points

A summary of why each self-assessment was selected and the results obtained on each assessment is present, but it lacks detail or is incomplete.

5.5 points

A summary of why each self-assessment was selected and the results obtained on each assessment is present.

5.75 points

A summary of why each self-assessment was selected and the results obtained on each assessment is clearly provided and well developed.

6.25 points

A comprehensive summary of why each self-assessment was selected and the results obtained on each assessment is thoroughly developed with supporting details.

References

References

0 points

Sources are not documented. A References page is not included.

5 points

Documentation of sources using a References page is inconsistent or incorrect, as appropriate to assignment and the required style, with numerous formatting errors.

5.5 points

The APA Writing Checklist is complete and attached in the appendix. The required formatting is applied but there are minor errors.Sources are documented on a References page, as appropriate to assignment and the required style, although some formatting errors may be present.

5.75 points

Sources are documented on a References page, as appropriate to assignment and the required style, and format is mostly correct.

6.25 points

Sources are completely and correctly documented on a References page, as appropriate to assignment and the required style, and format is free of error.

Appendix

Appendix

0 points

The appendix is not formatted according to the required style. The appendix and APA Writing Checklist are omitted.

5 points

The APA Writing Checklist is attached in the appendix but is incomplete. The appendix reflects some of the required formatting, but overall it is not correctly applied.

5.5 points

The APA Writing Checklist is complete and attached in the appendix. The required formatting is applied but there are minor errors.

5.75 points

The APA Writing Checklist is complete and attached in the appendix. The required formatting is applied, although there may be one or two errors.

6.25 points

The APA Writing Checklist is complete and attached in the appendix. The required formatting is applied correctly. There are no errors.

Characteristics of Effective Professional Nurse Leader

Characteristics of Effective Professional Nurse Leader

0 points

Characteristics of an effective professional nurse leader, or individuals in nursing leadership, are not discussed.

5 points

Characteristics of an effective professional nurse leader, or individuals in nursing leadership, are only partially discussed.

5.5 points

Characteristics of an effective professional nurse leader, or individuals in nursing leadership, are summarized. An explanation why these are effective for leadership in nursing is outlined.

5.75 points

Characteristics of an effective professional nurse leader, or individuals in nursing leadership, are discussed. An explanation for why these are effective for leadership in nursing is presented.

6.25 points

Characteristics of an effective professional nurse leader, or individuals in nursing leadership, are thoroughly discussed. A detailed explanation for why these are effective for leadership in nursing is clearly presented.

APA Style Citations

APA Style Citations

0 points

Sources are not cited throughout. The required style is not used for citations. Sources are not included.

10 points

Citation of sources is incomplete. The use of the required style for citation of sources is inconsistent and incorrect.

11 points

Most sources are cited. One may be missing. The required style and format are typically applied. Some errors are present.

11.5 points

All sources are cited. The required style and format are applied and mostly correct. There may be one or two errors.

12.5 points

All sources are cited. The required style and format are correctly applied and are free from error.

Main Body

Main Body

0 points

The required formatting is not used for the main body.

15 points

The main body is disorganized. Overall, the required formatting is not consistently or correctly applied.

16.5 points

The sections of the main body are generally identifiable. The required formatting is applied but there are minor errors.

17.25 points

The sections of the main body are clear. The required formatting is applied, although there may be one or two errors.

18.75 points

The sections of the main body are organized to reflect the main points of the author. The required formatting is applied correctly. There are no errors.

Reflection on How to Incorporate Elements of the Leadership Style

Reflection on How to Incorporate Elements of the Leadership Style

0 points

A reflection on how to incorporate elements of the leadership style is not included.

5 points

A reflection on how to incorporate elements of the leadership style is present, but it lacks detail or is incomplete.

5.5 points

A reflection on how to incorporate elements of the leadership style is present.

5.75 points

A reflection on how to incorporate elements of the leadership style is clearly provided and well developed.

6.25 points

A comprehensive reflection on how to incorporate elements of the leadership style is thoroughly developed with supporting details.

Application of Leadership Theory and Style Different Personal Style

Application of Leadership Theory and Style Different Personal Style

0 points

A different theory and leadership style, and how they support a professional nurse leader, or individual in nursing leadership, are omitted.

5 points

A different theory and leadership style, and how they support a professional nurse leader, or individual in nursing leadership, are only partially discussed.

5.5 points

A different theory and leadership style, and how they support a professional nurse leader, or individual in nursing leadership are summarized. How the theory shapes the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation is outlined.

5.75 points

A different theory and leadership style, and how they support a professional nurse leader, or individual in nursing leadership are explained. How the theory shapes the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation is generally discussed.

6.25 points

A different theory and leadership style, and how they support a professional nurse leader, or individual in nursing leadership are clearly explained. How the theory shapes the nurse leader in such things as collaboration, conflict resolution, decision making, and negotiation is thoroughly discussed.

Required Sources

Required Sources

0 points

Sources are not included.

5 points

Number of required sources is only partially met.

5.5 points

Number of required sources is met, but sources are outdated or inappropriate.

5.75 points

Number of required sources is met. Sources are current, but not all sources are appropriate for the assignment criteria and nursing content.

6.25 points

Number of required resources is met. Sources are current, and appropriate for the assignment criteria and nursing content.

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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