NRS 451V Week 2 Assignment Benchmark Effective Approaches in Leadership and Management

NRS 451V Week 2 Assignment Benchmark Effective Approaches in Leadership and Management

NRS 451V Week 2 Assignment Benchmark Effective Approaches in Leadership and Management

In this assignment, you will be writing a 1,000-1,250-word essay describing the differing approaches of nursing leaders and managers to issues in practice. To complete this assignment, do the following:

Select an issue from the following list: nursing shortage and nurse turn-over, nurse staffing ratios, unit closures and restructuring, use of contract employees (i.e., registry and travel nurses), continuous quality improvement and patient satisfaction, and magnet designation.

Compare and contrast how you would expect nursing leaders and managers to approach your selected issue. Support your rationale by using the theories, principles, skills, and roles of the leader versus manager described in your readings.

Online Nursing Essays

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Identify the approach that best fits your personal and professional philosophy of nursing and explain why the approach is suited to your personal leadership style.

Use at least two references other than your text and those provided in the course.

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The fundamental principle of servant leadership is to gain trust and build a relationship with your
followers (Whiteny, 2019). It can be broken down into ten parts which are listening, empathy, healing,
awareness, persuasion, conceptualization, foresight, stewardess, commitment to the growth of people,
and building community (Spears, 2021) Out of these qualities I chose listening and empathy in
supporting interprofessional communication in providing patient care because I find these qualities to
be the most important. The reason is that with listening you will better understand your team and also
will thus lead to empathy and therefore give respect among the team. A positive work environment, it
creates fewer mistakes, a helpful team and can lead to a better patient care experience for all.
Spears, L. (2021, December 8). Character and servant leadership: Ten characteristics of effective, caring
leaders. Regent University. Retrieved March 6, 2022, from https://www.regent.edu/journal/journal-of-
virtues-leadership/character-and-servant-leadership-ten-characteristics-of-effective-caring-leaders/
Whitney, S. (2019). Applying Servant Leadership in Practice. Nursing Leadership & Management: Leading
and serving. Retrieved March 6, 2022, from https://lc.gcumedia.com/nrs451vn/nursing-leadership-and-
management-leading-and-serving/v1.1/#/chapter/3
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Shiny Jolly Sebastian
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Mar 3, 2022, 12:54 AM
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Replies to Yosia Simbolon
Servant leadership is a management/leadership style where the leader choses to lead others by serving.
The primary focus of servant leadership is a people centered approach where the first objective of the
leader is to serve, followed by a desire to lead (Thomas, 2018). This approach builds on strong
professional relationships by the leader with employees through constructive feedbacks, mentorship
and guidance working towards the organization’s objective.

Conceptualization is a quality of servant leadership which support inter professional communication in
healthcare. Here, the leader has ideals about the long term vision of the company and tries to bring out
the best in everyone. They prioritize performance planning and coaching on a daily basis, and they are
prepared to learn from others at the expense of personal advancement and incentives (Allen et al.,
2016). By giving constructive feedback where the leader works with the individual employee to improve
them in their practice helps train employees for a better future for the company. Improvement in the
employee’s ability to give care in healthcare setting helps reduce errors and build competencies in areas
within the employee’s scope of practice. This, in turn, improves the employee’s performance and thus
directly improves the care they are able to provide their patients. The employee also feels valued by the
organization’s involvement in their growth, making them satisfied and more committed to the
organization and its mission.
Awareness is another key quality of a servant leadership. A good servant leader is aware of his own
emotions as well as the emotions of those around him. This includes other employees. By gauging the
emotional needs of the employees and helping fulfill feasible needs such as accommodating certain
schedule’s as well as promoting employee wellness and work-life balance, servant leaders are able to
promote positive reactions from the employees. In inter professional partnerships, including
relationships with patients and the community, servant leadership promotes trust and empowerment
(Trastek, Hamilton & Niles, 2014). Maintaining good rapport with the employees helps reduce conflicts
as well as has a positive impact on patient care as employees are more committed by giving their best
efforts in staying with the organization where their needs are fulfilled and they are valued.

References:

Allen, G. P., Moore, W. M., Moser, L. R., Neill, K. K., Sambamoorthi, U., & Bell, H. S. (2016). The Role of
Servant Leadership and Transformational Leadership in Academic Pharmacy. American journal of
pharmaceutical education, 80(7), 113. https://doi.org/10.5688/ajpe807113

Thomas, S, J. (2018). Chapter 3: Applying Servant Leadership in Practice; Nursing Leadership &
Management: Leading and Serving. Retrieved from https://lc.gcumedia.com/nrs451vn/nursing-
leadership-and-management-leading-and-serving/v1.1/#/chapter/3

Trastek, V. F., Hamilton, N. W., & Niles, E. E. (2014). Leadership models in health care – a case for servant
leadership. Mayo Clinic proceedings, 89(3), 374–381. https://doi.org/10.1016/j.mayocp.2013.10.012

Participation: RN-to-BSN

In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.

1. Attendance

Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.

2. Guidelines and Rubric for Discussions

PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:

  • Demonstrate understanding of concepts for the week
  • Integrate scholarly resources
  • Engage in meaningful dialogue with classmates
  • Express opinions clearly and logically, in a professional manner

Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.

NRS 451V Week 2 Assignment Benchmark Effective Approaches in Leadership and Management

Participation points: It is expected that you will meet the minimum participation requirement described above. If not:

  • You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
  • You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.

3. Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

4. Participation Guidelines

You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.

5. Grading Rubric

Discussion Criteria  A
(100%)
Outstanding or highest level of performance
B
(87%)
Very good or high level of performance
C
(76%)
Competent or satisfactory level of performance
F
(0)
Poor or failing or unsatisfactory level of performance
Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week.
16 points
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts. 

16 points

Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts. 

14 points

Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts. 

12 points

Minimally addresses the initial discussion question(s) or does not address the initial question(s). 

0 points

Integrates evidence to support discussion. Sources are credited.*
( APA format not required)
12 points
Integrates evidence to support your discussion from: 

  • assigned readings** OR online lessons, AND
  • at least one outside scholarly source.***

Sources are credited.*

12 points

Integrates evidence to support discussion from: 

  • assigned readings OR online lesson.

Sources are credited.*

10 points

Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson. 

Sources are credited.*

9 points

Does not integrate any evidence. 

0 points

Engages in meaningful dialogue with classmates or instructor before the end of the week.
14 points
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion. 

14 points

Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion. 

12 points

Responds to a classmate and/or instructor but does not further the discussion. 

10 points

No response post to another student or instructor. 

0 points

Communicates in a professional manner.
8 points
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation). 

8 points

Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation). 

7 points

Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation). 

6 points

Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation). 

0 points

PARTICIPATION:
Response to initial question: Responds to initial discussion question(s) by
Wednesday, 11:59 p.m. M.T.
0 points lost 

Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

-5 points 

Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT.

PARTICIPATION
Total posts: Participates in the discussion thread at least three times on at least two different days.
0 points lost 

Posts in the discussion at least three times AND on two different days.

-5 points 

Posts fewer than three times OR does not participate on at least two different days.

NOTES:
* Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required.
** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites.
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings.
NOTE: A zero is the lowest score that a student can be assigned.

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