CLC – Leadership Styles and Nursing Assignment

CLC – Leadership Styles and Nursing Assignment

CLC – Leadership Styles and Nursing Assignment

CLC – Leadership Styles and Nursing

The purpose of this assignment is to assess leadership styles, traits, and practices as a nursing professional, establish the importance of effective interprofessional communication as a leader in nursing, and to explore the role of servant leadership in nursing practice.

Using what you have learned about the tenets of servant leadership and traits and practices of successful leaders, create a 8-10 slide PowerPoint presentation with speaker notes. Add an additional slide for references at the end of your presentation.

Include the following in your presentation:

1. Create a slide that summarizes your leadership style, traits, and practices.

2. Discuss what leadership traits and styles are necessary to be an effective communicator. Explain the importance of leaders adapting communication approaches when working interprofessionally (across ancillary departments, vendors, community members).

3. Discuss how nursing professionals can benefit from integrating the tenets of servant leadership to empower and influence others as they lead.

4. Discuss how leaders who practice servant leadership and have a strong understanding of their personal leadership traits can successfully lead others and navigate the unique challenges that are part of nursing and health care. Provide two examples that illustrate your main ideas.

You are required to cite to a minimum of three sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

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NRS-440 Topic 5 DQ 1

Role: Clinical Nurse Manager (CNM)

Clinical nurse managers assist in hiring and dismissing nursing staff and evaluating them. They may provide counseling to help nursing staff and patients deal with problems and situations, and they may teach nursing staff new and revised practices. They are responsible for assisting in nursing staff development by planning and coordinating nursing staff development programs. They oversee nursing staff in an ambulatory care setting and, as such, are responsible for creating an appropriate and conducive work environment and training and evaluating nursing staff (Labrague et al., 2018).

Educational preparation

Nursing Managers are educated and trained through nursing education programs and work experience (Warshawsky & Cramer, 2019). Nurse Managers must also have a high school diploma or general education degree. There are approximately two years of education needed for a nurse manager. They must also pass a certification examination to be licensed to practice.

In today’s hospitals, nurse managers are challenged to efficiently coordinate with a large, heterogeneous workforce, develop an atmosphere where nurses feel valued and satisfied, and ensure patient care safety and quality. Further, nurse managers must be prepared for the ever-increasing changes in health care legislation, health care reform, and new initiatives to improve patient safety. Clinical nurse managers should have emotional intelligence and critical thinking to face these challenges (Park et al., 2018). In health care, an effective CNM and the other nurse leaders should possess excellent problem-solving skills in the face of complex clinical scenarios. These professionals must have the ability to plan and implement organizational change when necessary, recognize the needs of staff and the needs of patients and foster a safe and supportive learning environment.

References

Labrague, L. J., McEnroe‐Petitte, D. M., Leocadio, M. C., Van Bogaert, P., & Cummings, G. G. (2018). Stress and ways of coping among nurse managers: An integrative review. Journal of Clinical Nursing, 27(7-8), 1346-1359.

Park, E., Lee, H. Y., & Park, C. S. Y. (2018). Association between sleep quality and nurse productivity among Korean clinical nurses. Journal of nursing management, 26(8), 1051-1058.

Warshawsky, N., & Cramer, E. (2019). Describing nurse manager role preparation and competency: findings from a national study. JONA: The Journal of Nursing Administration, 49(5), 249-255.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

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.

Following the current unprecedented changes in the healthcare system that are influencing care in practice settings, visionary leaders in nursing are required to develop practice and create policy. The advocacy role is one of the major formal roles that nurses in leadership positions hold. Nurse leaders need to use their advocacy roles in the continuing change in modern health systems (Daghan & Topcu, 2022). The essential responsibilities of the role include advocating for the nursing profession and practice, patients, the healthcare population, and a safe working environment. Further, since leadership in nursing provides a larger voice within organizations, advocating for changes in health policy is essential for nurse leaders (McNiff, 2018).

Nurses who wish to hold leadership positions in nursing need to pursue doctoral degrees. While nurse leaders need to achieve at least a master’s degree, doctoral degrees are turning out to be more of a standard in leadership roles (McNiff, 2018). Having advanced practice registered nurses (APRNs) with Doctor of Nursing Practice (DNP) and Doctor of Philosophy (PhD) degrees in leadership positions gives nursing a voice and improves the nursing profession (McNiff, 2018). This indicates that for nurse leaders to play their advocacy role, they need to earn a DNP or a PhD in nursing to gain the required skills and knowledge needed to perform the leadership role.

Nurse leaders pursuing a role in advocacy need to have certain leadership traits, styles, or qualities. Particularly, nurse leaders need to demonstrate a transformational leadership style to increase nurses’ awareness about what has to be done to attain a common goal in advocacy (Daghan & Topcu, 2022). In terms of qualities and traits, nurse leaders performing the advocacy role should have the ability to influence others and to lead change, act decisively, be visionary and dynamic, and be effective communicators and listeners. This will enable the leaders to successfully advocate for nursing, patients, and healthcare improvement and make a positive impact within the society including the nursing profession.

The leadership traits, styles, and qualities of the nurse leader serving the advocacy role align with the Christian worldview. From a Christian worldview, Christians’ utmost purpose in life is serving and loving God, which is exhibited through one’s work, relationships, and utilization of resources (Bogue & Hogan, 2020). Thus, in their efforts to honor God with their lives, Christian leaders serve God and others by influencing others, acting decisively, and communicating effectively with others. Christian nurse leaders do not advocate for nurses and patients for personal gain, but for their purpose which is serving and honoring God. Appling transformational leadership as a leader means that the nurse leader’s motivation for leadership is fulfilling their purpose of serving God and others.

References

Bogue, D. W. & Hogan, M. (2020). Foundational issues in Christian spirituality and ethics. In Practicing dignity: An introduction to Christian values and decision making in healthcare. https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1

Daghan, S. & Topcu, S. (2022). Nursing and leadership necessities. Journal of Education and Research in Nursing, 19(2), 234-239.

McNiff, P. (2018). Current trends in nursing practice. In Trends in healthcare: A nursing perspective. https://lc.gcumedia.com/nrs440vn/trends-in-health-care-a-nursing-perspective/v1.1/#/chapter/2