NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Sample Answer for NUR 514 Topic 2 DQ 1 Differentiate between leading and managing Included After Question

NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing 

Topic 2 DQ 1

Oct 6-8, 2022

Differentiate between “leading” and “managing.” Based on your experience in the health care industry, explain how an advanced registered nurse can lead well and provide management. Share at least one strategy you have used to effectively lead and manage staff within health care organizations Consider interactions with patients, team members, daily tasks, and responsibilities as you formulate your response.

A Sample Answer For the Assignment: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Title: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

REPLY TO DISCUSSION

JB

Oct 10, 2022, 6:38 AM

Read

Class:

Leaders do not act in isolation. Leaders who deeply embrace the ability to build and manage meaningful and sustainable relationships with a variety of others are best able to maximize the energies that results from this knowledge. According to Weberg, Mangold, Porter-O’Grady, & Malloch (2018) “if leaders want to know which kind of leaders they are, they need only look into the faces of their staff; reflected back will be the quality of their leadership” (p. 91).

What are your thoughts and experiences?

Take care,

Dr. B

References: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Weberg, D., Mangold, K., Porter-O’Grady, T. & Malloch, K. (2018). Leadership in Nursing Practice: Changing the Landscape of Health Care (3rd ed.). Jones & Bartlett Learning.

REPLY

  • LG

Oct 12, 2022, 9:50 AM

Read

My thoughts on this are that this is a very good way to judge the success of a leader. The staff’s reflections being positive demonstrates the effectiveness of the leadership. Leaders building and managing meaningful relationships is a contrast to the military leadership style where they are moved around frequently to avoid becoming too personally involved. I think combining these two scenarios would be a happy medium. It is hard to gain the respect of your staff without showing that you care about their wellbeing. We must get to know them in order to truly care. It helps to know if your staff is going through hard times at home, if they have children, and many other things. However, as you get personal with staff, they may see you as a confidant and may expect special treatment, which is not beneficial in the workplace. A leader who develops relationships, and then moves to a different location after a period of time could be the happy medium.

REPLY

JB

Oct 8, 2022, 9:00 AM

Read

Hello class:

I have often looked to the characteristics of the military leader to glean a better understanding of my own leadership skills. One thing that I find very interesting is the constant moving of the military leaders. They spend one to two years at a duty station in a leadership position and are then promptly moved. Leaders can end up in serious trouble when they become too personally invested for too long a period of time. Failing to pull away from the tendency to get over-involved is perhaps the greatest single impediment to fully engaging the character and function of leadership in a wat that will make a difference to the organization and people to which leadership is directed (Weberg, Mangold, Porter, & Malloch, 2018).

This has always seemed a conundrum to me, when the military is so family-centric, that getting personal detracts from leadership. Do you think there is a happy medium? Do you think there really is something to this constant moving of leaders? If so, why hasn’t the whole corporate world caught on?

Thank you for your thoughts!

Take care,

Dr. B

References: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Weberg, D., Mangold, K., Porter-O’Grady, T. & Malloch, K. (2018). Leadership in Nursing Practice: Changing the Landscape of Health Care (3rd ed.). Jones & Bartlett Learning.

REPLY

JB

Oct 7, 2022, 8:39 AM

Read

Class:

Conflict is inevitable and both positive and negative consequences may occur depending on how the conflict is managed. Conflict occurs frequently and often results in significant disruption and cost for individuals and organizations. Although often avoided or poorly managed, evidence suggests the skills for effective management of conflict can be learned. Multiple studies confirm when conflict is successfully addressed, and multiple benefits accrue to the organization and individuals. Can you give an example of conflict resolution in the past that you would have addressed differently having the knowledge from this week’s lessons?

Take care,

Dr. B

REPLY

JB

Oct 6, 2022, 5:30 AM

Read

Class:

Leadership and management are two distinct competencies. The course textbook focuses on the development of leadership, not on function of management. According to Weberg, Mangold, Porter-O’Grady, & Malloch (2018) managers have subordinates, leaders have partners. Can you share an experience or two that exemplifies this?

Thank you for sharing!

Take care,

Dr. B

References: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Weberg, D., Mangold, K., Porter-O’Grady, T. & Malloch, K. (2018). Leadership in Nursing Practice: Changing the Landscape of Health Care (3rd ed.). Jones & Bartlett Learning.

NUR 514 Topic 2 DQ 1 Differentiate between leading and managing
NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 2 DQ 1 Differentiate between leading and managing 

NUR 514 Topic 2 DQ 1 Differentiate between leading and managing 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.

Check Out Also: NUR 514 Topic 1 DQ 2 explain how systems thinking helps leaders to build strong interprofessional and organizational relationships  

NUR 514 Topic 2 DQ 1 Differentiate between leading and managing

Management and leadership are in fact two distinct positions inside a company, and it is essential to distinguish between them in order to comprehend role responsibilities and achieve success. According to Weberg et al. (2019), managers can also lead, while leaders are not necessarily capable of management. In a clinical context, floor employees do their duties under the careful eye of managers whose responsibilities include regulating the daily task performance and function of floor staff. In order to inspire organizational productivity and good results, the professional tasks of a leader are considerably broader and depend on the collaborative, equal participation of other leaders and personnel (Weberg, 2019). Managers handle problems, enforce regulations, and distribute resources and personnel to satisfy the organization’s and patient care’s demands. Leaders construct the organization’s vision and mission in order to view the big picture, build relationships, encourage employees, and establish best practice models through exploring innovation (Weberg, 2019). Leaders ask why, while managers ask how. The advanced registered nurse must contribute to the theoretical framework of a leadership style in order to effectively manage and lead. Transformational leadership has become a popular leadership philosophy for building a successful leadership strategy. Transformational leadership, according to Lappalainen et al. (2019), entails charismatic influence, motivating enthusiasm, engaging intellect for critical thinking and problem solving, and recognizing individual contributions to the group effort. I have limited experience in management positions, but as clinical nurses we all have the potential to demonstrate leadership. We recently received a shipment of TB syringes that matched the insulin syringes we use at work. The appearance of the syringes is identical, however the color of the caps varied. Despite this, someone had mistakenly placed both syringes in the same container, believing they were of the same type. Before drawing up insulin, I double-checked the syringe and noted that it said mL, not units. First, I separated the TB and Insulin syringe containers, and then I informed the charge nurse of the probable medication error risk. Leaders should take one step further and inquire as to why the supply staff purchased fresh syringes, as well as collaborate on how to proceed to prevent pharmaceutical mishaps. 

References 

Lappalainen, M., Harkanen, M., & Kvist, T. (2019). The relationship between nurse manager’s transformational leadership style and medication safety. Scandinavian Journal of Caring Sciences. 34(2), 357-369. https://doi.org/10.1111/scs.12737 

Weberg, D., Mangold, K., Porter-O’Grady, T., & Malloch, K. (2019). Leadership in nursing practice: Changing the landscape of health care (3rd ed.). Jones & Bartlett Learning. ISBN-13: 9781284146530