NURS 8302 WEEK 10 Leadership for Change
NURS 8302 WEEK 10 Leadership for Change
In the case of healthcare organizations, transformational leadership is vital to improving quality. Ellahi et al. (2022) elaborate that an effective leader motivates people, is persuasive, has people’s confidence, is understanding, and has the spirit of working with a team. They share a vision that inspires their colleagues and creates an environment focused on the idea that people can continually improve. The extent of change transformative leaders can bring was seen while partnering with one in the healthcare sector. This manager encouraged the free sharing of ideas, teamwork, and a patient-centered care model (McKimm et al., 2020). The employees began to show more assertiveness and commitment, hence the improved patient outcomes.
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Notably, where there is transformational leadership, there is bound to be better quality. Per Diggele et al. (2020), an effective transformational leader also promotes and supports the generation of ideas from the followers. Several positive outcomes result from this method, including the quality of patient care (Ellahi et al., 2022). It is of great importance that project management techniques should form part of the strategy for enhancing the transformational leadership effort. Specifically, Brooks and Buck (2023) argue that projects can be better organized using the Plan-Do-Study-Act (PDSA) cycle. One clear course of action is to set specific, achievable objectives for the short term, including identifying what requires repair, developing a project schedule, and outlining measurable objectives. Long-term targets, including sustaining improvement initiatives, promoting a growth mentality, and creating successful projects, ensure that positive change remains consistent.
Organizations in the healthcare industry can enhance their ability to achieve and maintain high-quality care through leadership and project management. Mentoring and motivating leaders create a culture where each individual aims to succeed (Brooks & Buck, 2023). Such an arrangement of healthcare providers may help enhance staff cohesion and efficiency to enhance patient well-being. Transformational leaders must champion quality improvement by making it a culture in the organization so that the team always looks forward to improving and delivering better patient care.
References
Brooks, M. A., & Buck, H. G. (2023). Driving change: A case study of a doctor of nursing practice leader in residence program in a gerontological center of excellence. Nurse Leader, 21(6), 632–635. https://doi.org/10.1016/j.mnl.2023.08.005
Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education. BMC Medical Education, 20(S2), 456. https://doi.org/10.1186/s12909-020-02288-x
Ellahi, A., Rehman, M., Javed, Y., Sultan, F., & Rehman, H. M. (2022). Impact of servant leadership on project success through mediating role of team motivation and effectiveness: A case of software industry. SAGE Open, 12(3), 215824402211227. https://doi.org/10.1177/21582440221122747
McKimm, J., Redvers, N., El Omrani, O., Parkes, M. W., Elf, M., & Woollard, R. (2020). Education for sustainable healthcare: Leadership to get from here to there. Medical Teacher, 42(10), 1–5. https://doi.org/10.1080/0142159x.2020.1795104
Leadership for Change
What are the characteristics of a transformational leader?
As you have examined this week, a transformational leader is a leader who is able to inspire change and bring out the best in those around them. However, what characteristics does this leader have? Perhaps a transformational leader is trustworthy, inspiring, and charismatic? Perhaps this leader leads with integrity, respect, and empathy? Perhaps this leader is team-focused, encouraging, and positive?
How would you define a transformational leader, and when might you have experienced this type of leadership?
For this Discussion, consider the role of transformational leadership for change. Explore the need for transformational leaders, and describe experiences you may have had with these leaders. Additionally, analyze how these leaders might enhance quality improvement in healthcare organizations and nursing practice.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare:
- Review the Learning Resources for this week, and reflect on potential leadership strategies for promoting change in healthcare organizations and nursing practice.
- Consider the potential impact of project management for supporting transformational leadership approaches for promoting change in organizations.
- Reflect on the relationship between transformational change, leadership strategies, and the need for quality improvement in your healthcare organization or nursing practice.
By Day 3 of Week 10
Post a brief explanation of the relationship between transformational leadership for change and the need for quality improvement. Share any experiences you may have of transformational leadership in your healthcare organization or nursing practice. Then, describe how you would recommend the application of project management approaches to support transformational leadership practices for the promotion of a quality improvement initiative in your healthcare organization or nursing practice. Be sure to include any short- and long-term milestones or goals associated with the quality improvement initiative described. Be specific and provide examples.
By Day 6 of Week 10
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days by expanding upon your colleague’s post or offering an alternative recommendation on using project management approaches for leading quality improvement efforts in your colleague’s healthcare organization or nursing practice.
NURS_8302_Week10_Discussion_Rubric
NURS_8302_Week10_Discussion_Rubric
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) |
| 20 to >19.0 ptsExcellent
• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts. |
19 to >15.0 ptsGood
• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts. |
15 to >12.0 ptsFair
• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part. |
12 to >0 ptsPoor
• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) |
| 30 to >29.0 ptsExcellent
Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
29 to >23.0 ptsGood
Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
23 to >18.0 ptsFair
Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence. |
18 to >0 ptsPoor
Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. |
|
30 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) |
| 20 to >19.0 ptsExcellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
19 to >15.0 ptsGood
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
15 to >12.0 ptsFair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
12 to >0 ptsPoor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) |
| 20 to >19.0 ptsExcellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
19 to >15.0 ptsGood
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
15 to >12.0 ptsFair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty. |
12 to >0 ptsPoor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) |
| 10 to >9.0 ptsExcellent
Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
9 to >8.0 ptsGood
Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
8 to >6.0 ptsFair
Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. |
6 to >0 ptsPoor
Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. |
|
10 pts |
| Total Points: 100 |
