{"id":32026,"date":"2023-03-11T08:37:02","date_gmt":"2023-03-11T08:37:02","guid":{"rendered":"https:\/\/nursingassignmentcrackers.com\/?p=32026"},"modified":"2024-02-08T19:43:28","modified_gmt":"2024-02-08T19:43:28","slug":"nur-514-topic-2-dq-2-what-differentiates-servant-leadership-from-other-styles-of-leadership-is-the-primary-focus-on-the-follower-first","status":"publish","type":"post","link":"https:\/\/nursingassignmentcrackers.com\/nur-514-topic-2-dq-2-what-differentiates-servant-leadership-from-other-styles-of-leadership-is-the-primary-focus-on-the-follower-first\/","title":{"rendered":"NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first"},"content":{"rendered":"

Sample Answer for NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first Included After Question<\/strong><\/h2>\n

NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/p>\n

Conflicts happen in nursing and healthcare environments due to different reasons and perspectives among the diverse individuals who come together from various professional and personal backgrounds. Misunderstandings, particularly in a fast-paced healthcare setting, occur because of stress inherent in caring for patients, increased workload, differences in perspectives and approaches to issues arising from the daily activities and processes and hostility or incivility in the workplace. Violence between nurses and patients as well as colleagues demonstrate the highest levels of conflicts in nursing and healthcare. Conflicts also occur where there is lack of clarity on roles and responsibilities of those involved in care provision (Abou & Eid, 2020). A lack of clear ethical values and organizational culture that supports nurses can also be a source of conflict in healthcare settings. Conflicts, from value-based to interpersonal conflicts, require effective strategies that leverage principles of negotiation to generate an amicable solution or remedies.<\/span>\u00a0<\/span><\/p>\n

The principles of negotiation and conflict resolution used by nurse leaders allow them to address underlying issues leading to conflicts. These include accommodation, compromising, collaboration and avoidance (Weiss et al., 2019). For instance, collaboration entails cooperation among the conflicting parties to understand concerns and express their issues with the aim of generating a mutually and satisfactory outcomes. Collaboration leads to a win-win situation to remedy conflicts. On its part, compromising entails resolving a conflict through the identification of a solution which is partly satisfactory to both parties. However, it does not completely satisfy either but it leads to a give and take scenario. Accommodation as a principle of negotiation means satisfaction of one party\u2019s concerns at the expense of the other.\u00a0<\/span>\u00a0<\/span><\/p>\n

Leaders must use effective leadership models or theories to effectively address conflicts. The contingency or situational leadership model is the most effective when addressing conflicts in the workplace among nurses (Moeta & Du Rand, 2019). The model implores leaders to integrate different leadership styles to suit the current situation and ensure that there is consensus among the various conflicting entities.\u00a0<\/span>\u00a0<\/span><\/p>\n

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References<\/span><\/b>\u00a0<\/span><\/p>\n

Abou R., A., & Eid, W. (2020). Toxic Leadership: Conflict management style and\u00a0<\/span>\u00a0<\/span><\/p>\n

organizational commitment among intensive care nursing staff. <\/span>Evidence-Based Nursing Research<\/span><\/i>, 2(4), 46-59. DOI:10.47104\/ebnrojs3.v2i4.160<\/span>\u00a0<\/span><\/p>\n

Moeta, M. E., & Du Rand, S. M. (2019). Use of scenarios to explore conflict management\u00a0<\/span>\u00a0<\/span><\/p>\n

practices of nurse unit managers in public hospitals. <\/span>Curationis, 42<\/span><\/i>(1), 1-11. DOI: 10.4102\/curationis.v42i1.1943<\/span>\u00a0<\/span><\/p>\n

Weiss, S. A., Tappen, R. M., & Grimley, K. (2019). <\/span>Essentials of nursing leadership &<\/span><\/i>\u00a0<\/span><\/p>\n

\u00a0management.<\/span><\/i> FA Davis.<\/span>\u00a0<\/span><\/p>\n

\u00a0<\/span><\/p>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/strong><\/a>\u00a0<\/span><\/p>\n

NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/h2>\n

The underlying principle of servant leadership<\/a> 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.<\/p>\n

<\/h2>\n

A Sample Answer For the Assignment: NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/strong><\/h2>\n

Title: NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/strong><\/h2>\n

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).<\/p>\n

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\u2019 needs. While the leaders may not always accept the performance or actions of followers, the leader always accept each follower as an individual.<\/p>\n

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\u2019s care, solve problems together, and evaluate the planned treatment.<\/p>\n

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 \u2018experienced\u2019 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.<\/p>\n

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.<\/p>\n

References NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/h3>\n

Gandolfi, F., Stone, S. (2018). Leadership, Leadership Styles, and Servant Leadership.\u00a0Journal of Management Research<\/em>\u00a0(09725814), 18(4), 261-269. Retrieved from\u00a0https:\/\/search-ebscohost-com.lopes.idm.oclc.org\/login.aspx?direct=true&db=bth&AN=132968632&site=eds-live&scope=site<\/a><\/p>\n

Thomas, J.S. (2018). Applying servant leadership in practice. Nursing Leadership and Management: Leading and Serving. 1, Ch. 3. Retrieved from\u00a0https:\/\/lc.gcumedia.com\/nrs451vn\/nursing-leadership-and-mangement-leading-and-serving\/v1.1\/#\/chapter\/3<\/a><\/p>\n

RESPOND TO HERE (150 WORDS, 2 REFERENCES)<\/strong><\/h3>\n

Re: Topic 2 DQ 2<\/strong><\/h3>\n

The servant leader in nursing is genuinely compassionate and caring towards employees. This type of leader is inclusive and engaging without being coercive toward personnel (Sherman, 2019). The leader shares governance and responsibilities for the unit and organization. The leader seeks to support staff through empowerment and inspiration. The servant-leader assists employees to resolve problems and supports their professional development. According to Sherman (2019), there are characteristics associated with servant leadership including \u201clistening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, commitment to the growth of people, and building community” (para. 4). These are all qualities that show caring and consideration to others. Many bedside nurses perform exceptionally for their patients utilizing many of these elements up to and including going up the chain of command to advocate for their patients. In nursing, this is a component of the definition of our work. We are tasked within our capacity to assist our patients in achieving healthful outcomes in a caring and empathetic manner that places each patient at the forefront of all care. We utilize limited resources to maximize our performance for the benefit of our patients. Nurses think ahead and foresee potential dangers to our patients. We are persuasive when necessary to attain the help our patients may need. We are interested in the growth and development of our patients through the hospitalization event and onward. We partner with the patient and others to deliver exceptional care. These qualities are utilized for patients who experience an early postoperative complication but are true for the care delivered to all patients.<\/p>\n

References NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/h3>\n

Sherman, R. (2019). The case for servant leadership.\u00a0Nurse Leader<\/em>,\u00a017<\/em>(2), 86\u201387.<\/p>\n

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RESPOND TO HERE (150 WORDS, 2 REFERENCES)<\/strong><\/h3>\n

Re: Topic 2 DQ 2<\/strong><\/h3>\n

\u201cWho am I serving?\u201d, the most important question asked in both nursing and servant leadership (Munro & Savel, 2017). Nursing is a profession where we are dedicating ourselves to others and prioritize the needs of our community. First and foremost, the nurse is here to serve the patient (Munro & Savel, 2017). Additionally, the nurse serves as a team member who shares a mutual goal of patient-centered care. Often, we find ourselves serving those we work with as well, whether it is answering a call light, helping a nurse with a turn, or going the extra mile to make a family happy.<\/p>\n

The primary intention of servant leadership is that the leader is a servant first, assuring that others’ highest priority needs are met (Munro & Savel, 2017). The emphasis of this approach is to nurture and nourish others so they can be the best that they possibly can (Munro & Savel, 2017). Another important idea in servant leadership is the \u201cwhy?\u201d. This answer may be obvious and straightforward; nurses enter this profession to help others to some extent, and we mustn\u2019t lose sight of that meaning. Nurses facing burnout and compassion fatigue may have served others too frequently without first serving themselves. You can not pour from your own cup if it is empty. It\u2019s also easy to forget the \u201cwhy?\u201d when facing these feelings.<\/p>\n

Burnout is a feeling I\u2019ve encountered and have unfortunately seen a lot of due to the pandemic. I am a school nurse but was recently assisting our district’s COVID resource team. I frequently contacted families in my school district to initiate quarantines and isolations due to positive COVID cases. It seemed as though all I was doing was delivering bad news to families and schools. It was easy to get caught up in the negativity rather than realize that I\u2019m still helping others stay safe and providing resources to do so. It was not how I pictured I would be helping my students and remembering my \u201cwhy?\u201d is what allowed me to continue serving my community.<\/p>\n

Another critical component of servant leadership is humility. A true servant leader is modest, gives recognition where it is due, and creates an environment that others can contribute to. A servant leader recognizes that they are not the only one that has brings something to the table, and facilitates a supportive environment for collaboration.<\/p>\n

References: NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/h3>\n

Savel, R. H., & Munro, C. L. (2017). Servant leadership: The primacy of service.\u00a0American Journal of Critical Care, 26<\/em>(2), 97\u201399. https:\/\/doi-org.lopes.idm.oclc.org\/10.4037\/ajcc2017356<\/a><\/p>\n

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RESPOND TO HERE (150 WORDS, 2 REFERENCES)<\/strong><\/h3>\n
\"NUR
NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/figcaption><\/figure>\n

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first<\/strong><\/a>\u00a0<\/span><\/p>\n

NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Performance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n
Scholarliness<\/strong><\/p>\n

Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n

\n
    \n
  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
  • Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
  • Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
  • The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
  • Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Application of Course Knowledge –<\/strong><\/p>\n

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<\/strong><\/td>\n

\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
  • Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
  • Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
Performance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n
Interactive Dialogue<\/strong><\/p>\n

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.<\/strong><\/p>\n

(5 points possible per graded thread)<\/em><\/strong><\/td>\n

\n
    \n
  • Exceeds minimum post requirements<\/li>\n
  • 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.<\/li>\n
  • Replies to a post posed by faculty and to a peer<\/li>\n
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 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<\/li>\n
  • Replies to a question posed by a peer<\/li>\n<\/ul>\n

    Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n

\n
    \n
  • Meets expectations of 2 posts on 2 different days.<\/li>\n
  • The main post is not made by the Wednesday deadline<\/li>\n
  • Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Has only one post for the week<\/li>\n
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Does not post to the thread<\/li>\n
  • No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n
Grammar, Syntax, APA<\/strong><\/p>\n

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.<\/strong><\/p>\n

Points deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\n

The source of information is the APA Manual 6th Edition<\/strong><\/td>\n

\n
    \n
  • 2-3 errors in APA format.<\/li>\n
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
  • Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 4-5 errors in APA format.<\/li>\n
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 6-7 errors in APA format.<\/li>\n
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • 8-10 errors in APA format.<\/li>\n
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n
    \n
  • Post contains greater than 10 errors in APA format.<\/li>\n
  • Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
  • Writing style does not facilitate communication.<\/li>\n
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
<\/td>\n0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n
Total Participation Requirements<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n
Early Participation Requirement<\/strong><\/p>\n

per discussion thread<\/em><\/strong><\/td>\n

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.<\/td>\n<\/td>\n<\/td>\n<\/td>\nThe student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Also Check Out:\u00a0 NUR 514 Topic 2 DQ 1 What Is The Difference Between Leadership And Management?<\/a>\u00a0<\/span><\/strong><\/h3>\n","protected":false},"excerpt":{"rendered":"

Sample Answer for NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first Included After Question NUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first Conflicts happen in […]<\/p>\n","protected":false},"author":8,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"rank_math_lock_modified_date":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-32026","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\nNUR 514 Topic 2 DQ 2 What differentiates servant leadership from other styles of leadership is the primary focus on the follower first - Nursing Assignment 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