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NURS 6053 Discussion 1 Leadership Theories in Practice

NURS 6053 Discussion 1: Leadership Theories in Practice

A walk through the Business section of any bookstore or a quick Internet search on the topic will
reveal a seemingly endless supply of writings on leadership. Formal research literature is also
teeming with volumes on the subject.
However, your own observation and experiences may suggest these theories are not always so
easily found in practice. Not that the potential isn’t there; current evidence suggests that
leadership factors such as emotional intelligence and transformational leadership behaviors, for
example, can be highly effective for leading nurses and organizations.
Yet, how well are these theories put to practice? In this Discussion, you will examine formal
leadership theories. You will compare these theories to behaviors you have observed firsthand
and discuss their effectiveness in impacting your organization.

To Prepare:
 Review the Resources and examine the leadership theories and behaviors introduced.
 Identify two to three scholarly resources, in addition to this Module’s readings, that
evaluate the impact of leadership behaviors in creating healthy work environments.
 Reflect on the leadership behaviors presented in the three resources that you selected for
review.
By Day 3 of Week 4
Post two key insights you had from the scholarly resources you selected. Describe a leader
whom you have seen use such behaviors and skills, or a situation where you have seen these
behaviors and skills used in practice. Be specific and provide examples. Then, explain to what
extent these skills were effective and how their practice impacted the workplace.

Read Also:NUR 514 Leadership Style Reflective Essay
By Day 6 of Week 4
Respond to at least two of your colleagues on two different days by explaining how the
leadership skills they described may impact your organization or your personal leadership, or by
identifying challenges you see in applying the skills described.

Click on the Reply button below to reveal the textbox for entering your message. Then click on
the Submit button to post your message.
There is no doubt that the healthcare system is ever-changing and fast-paced in today's
world. Healthcare professionals require strong leadership to be able to lead and guide their
employees effectively, and decisions made at the top are likely to have a profound impact on
entire populations if not handled correctly. A great healthcare leader inspires their staff, boosts
their morale, and helps them improve their quality of life at work. Leaders in the healthcare
industry must be competent to be successful. Leadership is not something that just anyone can
do. Implementing change requires a strong leadership team with strong management skills
(Marquis & Huston, 2017). There is no doubt that the behavior of leaders has a significant
impact on an organization overall success (Yang & Wei, 2018).
Leadership requires the creation of plans for how the team or organization will succeed,
which is dynamic, exciting, and inspiring (MindTool, n.d.). It is essential for leaders to handle
situations individually, which means diagnosing the condition and the individual they are leading
and tailoring their leadership styles to meet the needs of everyone (Laureate Education, 2014).
Leaders cannot be everything to everyone, and those capable of doing so must also be
competent. The first principle that is recognized among the theories that are widely accepted
today is that leaders need to have some moral code or values that positively guide their actions
and behavior. Whenever leaders do not carry the trust and best interests of those they stand for,
no matter how brilliant the strategy or how productive the actions they take, leadership is
impossible" (Marshall & Broome, 2017).
Since I have been a nurse leader for most of my career, I identify with the
Transformation Leader style. It has also been my experience to work with managers who are
transformational leaders. Transformational leadership is often compared with transactional
leadership. Different leadership styles may be required (Asamani et al., 2022). Self-motivated
individuals who work well in a structured, directed environment are essential to transactional
leadership. Rather than directing workers, transformational leadership motivates and inspires
them. On the other hand, the transactional leader values order and structure. They will likely
command military operations, manage large corporations, or lead international projects that
require rules and regulations to accomplish objectives on time or systematically move people and
supplies. Transactional leaders are not suited for organizations that value creativity and
innovation (Michigan State University, 2014).

As a nurse leader for most of my 25 years of nursing, I identify most with the
transformational leadership style. The transformational leadership style dominates my
workplace. For instance, my immediate supervisor uses a transformational leadership style. She
is a lovely person who works well with others. As part of the company's culture, she believes
teamwork is essential. She is always on top of things and ensures her staff is cared for. To the
best of my knowledge, she has been able to motivate and encourage her team exceptionally well.
An example of both styles is my workplace is my home manager, she is stricter who ensures that
all tasks are completed correctly and on time in my organization. Despite not punishing us, she
provides us with positive reinforcement by rewarding her team for a well-done job. Her friendly
and pleasant disposition is responsible for her uncanny ability to accomplish much. Many of her
abilities are impressive, and I can see why she is so well-liked by her team.
In my research of leadership styles, I discovered that transformational leaders are known
for being positive role models, providing support for employees, being honest and ethical, and
being effective communicators. Being a positive role model and communicating effectively are
the traits that most identify with. In any profession, especially nursing, a positive role model is
essential as a leader. An individual can be inspired to be better, do better, and reach higher by
following a positive role model. Effective communication is essential in any relationship.
Communicating clear expectations and goals can eliminate trust issues between leaders and
employ.
The most common and well-received leadership styles are transformational leadership
and transactional leadership.  Leaders are necessary for the workplace as a guide and mentors for
their staff. They ensure that an organization is efficient and achieves its goals. For an
organization to achieve its mission, influential leaders provide clarity of purpose and motivate
and guide the organization.
References:

Asamani, J. A., Naab, F., & Ofei, A. M. A. (2022, April 26). Leadership styles in nursing
management: Implications for staff outcomes. Journal of Health Sciences. Retrieved September
19, 2022, from https://www.jhsci.ba/ojs/index.php/jhsci/article/view/533

Marshall, E., & Broome, M. (2017). Transformational leadership in nursing: From expert
clinician to influential leader (2nd ed.). New York, NY: Springer.

Marquis, N. L., & Huston, C.J. (2017). Leadership roles and management functions in nursing:
Theory and application (9th ed.). Philadelphia, PA: Lippincott, Williams & Wilkins.

Michiganstateuniversityonline.com. (2014, November 25). Retrieved September 19, 2022, from
https://www.michiganstateuniversityonline.com/resources/leadership/transactional-vs-
transformational-leadership/

Walden University, LLC. (Producer). (2014). Leadership [Video file]. Baltimore, MD: Author.

Yang, qi, & Wei, hua. (2018). The impact of ethical leadership on Organizational Citizenship
Behavior: The moderating role of workplace ostracism. Leadership & Organization
Development Journal. Retrieved September 19, 2022, from
https://www.emerald.com/insight/content/doi/10.1108/LODJ-12-2016-0313/full/html

NURS 6053 Discussion 1 Leadership Theories in Practice

NURS 6053 Discussion 1 Leadership Theories in Practice

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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.

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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