NUR 605 Week 2 Discussion 1: The Influence of Leadership Styles on Leadership Practice
NUR 605 Week 2 Discussion 1: The Influence of Leadership Styles on Leadership Practice
NUR 605 Week 2 Discussion 1: The Influence of Leadership Styles on Leadership Practice
The Introduction to leadership by Northouse (2018), describes three leadership styles- authoritarian, democratic, and laissez-faire. To summarize the concepts of each of these, authoritarian style leaders are the boss, they exert control over their followers and the actions their followers take. Authoritarian leaders have their own sets of standards to be followed, and this style of leadership can often be known as harsh. These leaders have a tendency to discourage others views, and point their own as the only positive answer. On the other hand, a democratic style of leadership, which resonates best with myself has the leaders and the followers on the same level. There is structure in the relationship, but these leaders work with their followers instead of directing their actions. This has a more positive outcome when compared to authoritarian, but also takes more commitment from the leaders themselves.
The last leadership style, and the least popular is laissez-faire, which is described as a “stand alone” leader. These leaders have a hands-off approach to their followers, and this has a primarily negative outcome, as you can imagine. This style of leadership usually ends up with nothing being accomplished, as the leader does not give direction to the followers, the followers do not know what to do. From the survey done by Poels et al. (2020), it was found that many nurses rated their leaders as passive avoidant- a quality of a laissez faire, and disliked how they were being managed due to this. As stated above, my leadership style from the questionnaire was best described as democratic. This makes sense because organization is a very key part of my life, but I am not overruling. I like things to be done right, and would prefer that people under my lead be able to talk to me or other people they are working with if there was an issue to arise. I would not consider myself an authoritarian leader, as I do not have qualities such as overbearing or extremely high personal standards to push on followers of me. As for laissez faire, I do not believe that style of leadership suits me either, as I am very organized and chaos is not something I would be able to put up with.
As for influencing my professional role upon graduation, I am on the family nurse practitioner track. My goal at the end of this program is to get a job in a primary care office. This would mean that I would have people above me, like doctors, and people below me, for example medical assistants, nurses, etc. My style of leadership would work well under these conditions. This is because a part
of the job of working with an interdisciplinary team is working together for a shared goal. According to Bleich et al. (2021), dilemmas in nursing can also be caused by violating disciplinary action from a leader. A democratic style of leadership would work well under these circumstances, as a leader who is not afraid to step in to solve problems would be ideal. I believe that an authoritarian style might not work well for the doctors, as I would be working under them, and no one with that much education likes to be bossed around. A laissez faire style in this situation would also create an unnecessary chaotic environment, if there are no tasks to be checked off, people may get off track of what the end goal is. In a doctor’s office, chaos would decrease patient satisfaction, and make the day more difficult for everyone involved. A democratic style leadership is what fits my personality best, and there are many places where other leadership styles may work well, but in my professional role, this is what fits best.
Top nursing paper writers on hand to assist you with assignment : NUR 605 Week 2 Discussion 1: The Influence of Leadership Styles on Leadership Practice
<
Looking for nursing papers writing help? Top Nursing Papers Writing Service Online is here. A team of professional nursing essay writers ready to help. Relieve academic stress! With you all through your education course. There is no nursing subject we cannot handle.
References
Bleich, M. R., Jones-Schenk, J., Scott, M., & Bove, L. A. (2021). Nursing Leadership Role Development: Preparing to Lead Through Ethical Conundrums. Journal of Continuing Education in Nursing, 52(1), 8–10. https://doi.org/10.3928/00220124-20201215-04
Northouse, P. G. (2018). Introduction to leadership: Concepts and practice (4th ed.). Los Angeles, CA: Sage Publications, Inc.
Poels, J., Verschueren, M., Milisen, K., & Vlaeyen, E. (2020). Leadership styles and leadership outcomes in nursing homes: a cross-sectional analysis. BMC Health Services Research, 20(1), N.PAG. https://doi.org/10.1186/s12913-020-05854-7
Initial Post
Complete the assigned readings and the “Leadership Styles Questionnaire” (Northouse Chapter 4).
In three well developed paragraphs (450–500 words total), address the following prompts:
- What do your responses to the questionnaire reveal about your leadership style?
- How will this style influence your intended professional role (upon graduation from your program of study)?
Replies
Reply to at least two of your classmates. In your reply posts, in a well-developed paragraph (300–350 words to each peer), provide referenced support to help your peer understand their dominant leadership style.
Please refer to the Grading Rubric for details on how this activity will be graded. The described expectations meet the passing level of 80%. Students are directed to review the Discussion Grading Rubric for criteria which exceed expectations.
Posting to the Discussion Forum
- Select the appropriate Thread.
- Select Reply.
- Create your post.
- Select Post to Forum.
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||