NURS 6053 Leadership Theories in Practice Essay

NURS 6053 Leadership Theories in Practice Essay

NURS 6053 Leadership Theories in Practice Essay

Leadership Theories in Practice

Organizational leadership continues to be a pivotal element of positive health outcomes and employee behaviors in nursing practice. As a result, different scholars have explored leadership from diverse perspectives, including behaviors, theories, and applications. Khan et al. (2020) provided insight that transformational leadership enhances employees’ work outcomes since it is a source of intrinsic motivation. Since nurses work in complex care environments with highly demanding workloads, transformational leadership can help nurses focus on the positive job aspects and avoid burnout. In a different article, Lin et al. (2020) explored how transformational leaders guide and nurture employees through demonstration. Here, the insight is that transformational leaders can highly improve outcomes if they are committed to transforming the workplace through employee engagement, encouragement, nurturing, and subordination.

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In routine practice, nurses encounter many situations where the central tenets of the transformational leadership theory dominate other work aspects. I have encountered different situations where leaders utilized transformational leadership skills. A suitable scenario was during the implementation of a peer mentorship program in the workplace. As Broome and Marshall (2021) noted, transformational leaders work with their employers as they inspire them to achieve a particular goal (vision). Engagement, inspiration, and guidance dominated the program implementation to ensure nurses understood its relevance and embraced it. Broadly, the transformational leadership skills were effective since they promoted teamwork and a goal-driven approach to work. As a result, nurses became part of change agents for driving positive clinical outcomes by effectively implementing peer mentorship.

Transformational leadership skills, including engagement and inspiration, can also impact personal leadership styles, particularly service leadership. Servant leaders should recognize the need for the active participation of their servants in decision-making. Above all, the desire to achieve a common goal, as stressed in transformational leadership, should be a priority area for servant leaders when leading groups and individuals.

References

Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: from expert clinician to influential leader (3rd ed.). Springer.

Khan, H., Rehmat, M., Butt, T. H., Farooqi, S., & Asim, J. (2020). Impact of transformational leadership on work performance, burnout and social loafing: A mediation model. Future Business Journal, 6, 1-13. https://doi.org/10.1186/s43093-020-00043-8

Lin, C. P., Xian, J., Li, B., & Huang, H. (2020). Transformational leadership and employees’ thriving at work: the mediating roles of challenge-hindrance stressors. Frontiers in Psychology, 11, 1400. https://doi.org/10.3389/fpsyg.2020.01400

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• NURS-6053N-31 (02/27/2023-05/14/2023)-PT27
• Discussions
• Module 3: 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.

LEARNING RESOURCES

Required Readings

• Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader(3rd ed.). New York, NY: Springer.
  • Chapter 1, “Frameworks for Becoming a Transformational Leader” (pp. 2–19 ONLY)
  • Chapter 6, “Shaping Your Own Leadership Journey” (pp. 182-211)
• Duggan, K., Aisaka, K., Tabak, R. G., Smith, C., Erwin, P., & Brownson, R. C. (2015). Implementing administrative evidence-based practices: Lessons from the field in six local health departments across the United States. BMC Health Services Research, 15Links to an external site.(1). doi:10.1186/s12913-015-0891-3. Retrieved from https://bmchealthservres.biomedcentral.com/articles/10.1186/s12913-015-0891-3

Resources for the StrengthsFinder Assessment Tool

• Rath, T. (2007). Strengths Finder 2.0 – with Access Code.

Purchase the access code from the Walden bookstore. Then follow the instructions in the document “How to Access the Strengths Finder 2.0.

• Document:How to Access Strengths Finder 2.0 (PDF)
• Posttwo 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.

 

***Please provide 3 current credible sources! Supported by at least three current, credible sources.***

 

• Step 2 please provide 3 sentences explaining how the leadership skills may impact two other organizations or personal leadership, or by identifying challenges you see in applying the skills by the two other organizations described.

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NURS_6053_Module03_Week04_Discussion_Rubric

NURS_6053_Module03_Week04_Discussion_Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeMain Posting	50 to >44.0 pts Excellent Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. … Supported by at least three current, credible sources. … Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 44 to >39.0 pts Good Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. … At least 75% of post has exceptional depth and breadth. … Supported by at least three credible sources. … Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 39 to >34.0 pts Fair Responds to some of the discussion question(s). … One or two criteria are not addressed or are superficially addressed. … Is somewhat lacking reflection and critical analysis and synthesis. … Somewhat represents knowledge gained from the course readings for the module. … Post is cited with two credible sources. … Written somewhat concisely; may contain more than two spelling or grammatical errors. … Contains some APA formatting errors. 34 to >0 pts Poor Does not respond to the discussion question(s) adequately. … Lacks depth or superficially addresses criteria. … Lacks reflection and critical analysis and synthesis. … Does not represent knowledge gained from the course readings for the module. … Contains only one or no credible sources. … Not written clearly or concisely. … Contains more than two spelling or grammatical errors. … Does not adhere to current APA manual writing rules and style.	50 pts
This criterion is linked to a Learning OutcomeMain Post: Timeliness	10 to >0.0 pts Excellent Posts main post by day 3. 0 pts Poor Does not post by day 3.	10 pts
This criterion is linked to a Learning OutcomeFirst Response	18 to >16.0 pts Excellent Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English. 16 to >14.0 pts Good Response exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English. 14 to >12.0 pts Fair Response is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 12 to >0 pts Poor Response may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.	18 pts
This criterion is linked to a Learning OutcomeSecond Response	17 to >15.0 pts Excellent Response exhibits synthesis, critical thinking, and application to practice settings. … Responds fully to questions posed by faculty. … Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. … Demonstrates synthesis and understanding of learning objectives. … Communication is professional and respectful to colleagues. … Responses to faculty questions are fully answered, if posed. … Response is effectively written in standard, edited English. 15 to >13.0 pts Good Response exhibits critical thinking and application to practice settings. … Communication is professional and respectful to colleagues. … Responses to faculty questions are answered, if posed. … Provides clear, concise opinions and ideas that are supported by two or more credible sources. … Response is effectively written in standard, edited English. 13 to >11.0 pts Fair Response is on topic and may have some depth. … Responses posted in the discussion may lack effective professional communication. … Responses to faculty questions are somewhat answered, if posed. … Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 11 to >0 pts Poor Response may not be on topic and lacks depth. … Responses posted in the discussion lack effective professional communication. … Responses to faculty questions are missing. … No credible sources are cited.	17 pts
This criterion is linked to a Learning OutcomeParticipation	5 to >0.0 pts Excellent Meets requirements for participation by posting on three different days. 0 pts Poor Does not meet requirements for participation by posting on 3 different days.	5 pts
Total Points: 100