Leadership Journal

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THIS ASSIGNMENT CONTAINS 7 PARTS. PLEASE COMLETE IT WITH REFERECES. IF YOU HAVE ANY QUESTIONS PLEASE LET ME KNOW. THANK YOU.

 

Journaling provides a valuable tool for recording, reflecting on, and reviewing your learning. This approach provides an opportunity for you to “connect the dots” and observe the relationships between and among activities, interactions, and outcomes.

 

Unlike a personal journal of thoughts and feelings, this Leadership Journal is a record of your activities, assessments, and learning related to this academic experience.

 

Journal entries should include a record of the number of hours spent with your nurse leader each week.

 

Part – 1– Write a journal entry of 750-1,500 words on the subject of power, including the following:

 

Provide observations and thoughts on the activities in Weeks 1-2.

Identify your given “power” at your workplace or in your professional life. What is your greatest contribution in the lives of others?

Find three people with whom you interact professionally and ask them to affirm the influence you bring to their lives. How and why did you choose the individuals? What pearls of wisdom did they share that you had not considered?

Reflect on at least two things you learned from the “Issue of Power” video.

Part- 2– Write a journal entry of 750-1,500 words on the subject of authority, including the following:

Provide observations and thoughts on the activities in Weeks 3-4.

Explain your place of influence in your professional life.

Describe any opportunities you have had to help people be successful.

Identify actions you have taken to serve people and your relationship to those individuals.

Reflect on at least two things you learned from the “Issue of Authority” video.

APA format is not required, but solid academic writing is expected.

Part – 3– Write a journal entry of 750-1,500 words on the subject of purpose, including the following:

 

Provide observations and thoughts on the activities in Weeks 5-6.

Describe how your nurse leader’s leadership style affects the people the nurse leads. Do staff members express feelings of support and helpfulness? Are there examples of leading rather than dictating? Did the leader say or do things designed to “build up” staff or were there missed opportunities?

Reflect on at least two things you learned from the “Issue of Rule” video

APA format is not required, but solid academic writing is expected.

Part – 4- Write a journal entry of 750-1,500 words on the subject of provision, including the following:

 

Provide observations and thoughts on the activities in Weeks 7-8.

Describe how your nurse leader influences the work environment. Consider how influence protects and values others in the work environment.

Identify two or more ways your own leadership could promote a feeling of protection and honor in your work environment.

Reflect on at least two things you learned from the “Issue of Headship” video.

Part -5- Write a journal entry of 750-1,500 words on the subject of serving, including the following:

 

Provide observations and thoughts on the activities in Weeks 9-10.

Would your co-workers or those you “serve” consider you responsible for some aspect of their success? Describe a situation where you were able to assist another nurse with achieving a professional goal.

Reflect on at least two things you learned from the “Issue of Servant” video.

Part – 6 – Write a journal entry of 750-1,500 words on the subject of example, including the following:

 

Provide observations and thoughts on the activities in Weeks 11-12.

Identify three to five personal values or characteristics that you believe are critical components of a good leader, such as honesty, compassion, or fairness. How do you express those values in your professional life?

Reflect on at least two things you learned from the “Issue of Example” video.

Part – 7– Write a journal entry of 750-1,500 words on the subject of humility, including the following:

 

Provide observations and thoughts on the activities in Weeks 13-14.

Describe an interaction or decision point this semester in which your nurse leader demonstrated humility or a missed opportunity to promote the success of others.

Summarize your practicum experience with your nurse leader. What insight into your own leadership style were you able to see? What do you believe was the most important thing you learned in this experience?

Utilizing servant leadership principles outline a plan to improve your own success as a leader. Identify specific steps you plan to take to create this improvement.

Reflect on at least two things you learned from the “Issue of Humility” video

Project: Group Presentation On Nursing Theorist

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Project: Group Presentation on Nursing Theorist

Overview of the Project

This course project requires you to complete a group task. As a group, you are required to submit a presentation on the theorist assigned to your group. Your final presentation is due in Week 4.

Group Formation

You will be organized into three groups, each of which will be assigned a nursing theorist. The theorists to be studied include, but are not limited to, Madeline Leininger—Transcultural Nursing Theory, Nola Pender; the Health Promotion Model, and Patricia Benner; From Novice to Expert, the Skill Acquisition ModelIf your group would like to study a different theorist, seek permission from your instructor. Each group will conduct a literature review to obtain material related to the assigned theorist and the model. The material should include research conducted in the theory or model, with clinical examples.

Click here to download a document that provides guidelines for the literature review.

Project Deliverables

The Project Deliverables include the following:

1. Packet of Materials

Each group will prepare a packet of materials that will be posted to the DQ section in Week 4 for peer critique and submitted to the W4: Assignment 2 Dropbox. The purpose of this packet is to support your PowerPoint Presentation. The packet should include a detailed outline of the presentation and a one-page summary of each of the five relevant articles on or about the theory. Also include any handouts, such as charts, diagrams, or definitions, which will facilitate understanding of the PowerPoint presentation and the theory itself. This packet should be submitted as a single document that contains the outline, summaries, and any additional handouts, charts, etc.

2. Power Point Presentation

Presentations will be made via PowerPoint and will be uploaded by the assigned due date.

Your presentation should have:

  • A brief overview of the theorist’s background.
  • Discussion of the theorist’s view of the four basic metaparadigms and two concepts unique to the theory.
  • The basic theoretical assertions or propositions.
  • An analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research.

Click hereto download the Theory Critique template.

Please note: It is expected that each one of you will download and read each presentation, and will include relevant material about each theorist in your individual concept papers.

Working Ahead

In Week 1, your group will be assigned the theorist on whom you have to make the presentation. Your final group presentation is due in Week 4. However, it is recommended that in Week 2 you submit the work you have done on the project up to that point to the facilitator when necessary. The facilitator feedback will help you revise and refine the work already completed and apply the facilitator recommendations to the yet-to-be completed part of the project.

For ease of completion, it is suggested that in Week 1, you begin your literature search on the theorist and provide a brief overview of the theorist’s background. You could also complete a 1-page summary for each  of the five articles related to the theory and theorist, the top of the page should have the complete reference in APA format. In Week 2, you can focus on providing your findings on the theorist’s view of the four basic metaparadigms . In Week 3, you can concentrate on providing the basic theoretical assertions or propositions and you can conduct an analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research. Click here to download the Peer Presentation Review Checklist Template.

Members of the group will be graded collectively. Grading of the presentation of the theory/conceptual model will be based on the following scale for each element:

Grading Criteria:
Maximum Points
Group Formation
Students formed effective groups and the group demonstrated signs of cooperation thereby facilitating the learning process.
6
Project Deliverables
The packet of materials included a detailed outline of the presentation and a one-page summary of each of five relevant articles on or about the theory.
8
The selected articles reflected research into the historical perspective of the theory.
6
Selection of the articles reflected breadth of research into the theory and its utilization and evaluation.
6
Summary was articulate and included the entire article.
6
Summary clearly described the author’s perspective.
6
Editorial/personal response demonstrated critical thinking.
6
Articles included primary, secondary, and research sources.
6
The overview of the background of the theorist demonstrated critical thinking
6
The presentation discussed the theorist’s view of the four basic metaparadigms and two concepts unique to the theory.
6
The presentation discussed the basic theoretical assertions and propositions.
6
The theory critique provided a detailed description of the chosen model.
6
The theory critique elaborated on the theory’s implications on nursing practice, nursing education, and nursing research.
6
The theory critique incorporated all the elements recommended in the critique template.
6
The theory critique was comprehensive and highlighted the strengths and weaknesses of the chosen nursing model.
6
Presentation included all the specified components: a brief overview of the theorist’s background, discussion of the theorist’s view of the four basic metaparadigms and two concepts unique to the theory, the basic theoretical assertions or propositions, and an analysis and a critique of the model with a focus on elaboration of the theory’s implications for nursing practice, nursing education, and nursing research.
10
The presentation demonstrated focused research effort and good writing ability.
6
The presentation demonstrated understanding of the theory.
6
The presentation was comprehensive.
6
The presentation style was impressive and reflected organization and clarity.
6
Written responses are free of grammatical, spelling or punctuation errors. Citations and references are included and written in the correct APA Style.
10
The posted packet included handouts, such as charts, diagrams, or definitions, which facilitated understanding of the presentation and the theory.
6
Reviewed two presentations of peer groups using the criteria listed in the Peer Presentation Review Checklist Template and provided an objective and unbiased feedback to the group members.
8
Total

 

 

 

 

 

 

Group Project Assignments/Task: Patricia Benner

what i have to develop is the secondary theory from the library (you can find the articule in the library) and for the presentation:Discussion of the theorist’s view of the four basic metaparadigms and two concepts unique to the theory.

 

 

 

 
150
 
 
 
 
 
 
 
 
 
 
 
 

Foundations Of Applied Behavior Discussion Post

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After reading Iwata (1987) and locating a more recent article regarding negative reinforcement (particularly related to an area of interest for you), evaluate the importance of understanding escape-maintained behavior and how it can effect your intervention selection. Consider the notion of reducing the value of escape (if applicable).

Construct this discussion based on your readings and research in the area, not previously held opinions. Be sure to cite references in APA format and follow the Discussion Rubric.

Discussion Post Rubric20 Possible PointsCategory4 Points2 Points0 PointsLength of PostThe author’s post consisted of 150—200 wordsThe author’s post consisted of 100—149 wordsThe author’s post consisted of 99 words or lessGrammar, Usage, SpellingThe author’s post contained less than 2 grammar, usage, or spelling errors.The author’s post contained 3—4 grammar, usage, or spelling errors.The author’s post contained more than 5 grammar, usage, or spelling errors and proofreading was not apparent.Referencing and Utilizing Outside SourcesThe author posted references from peer—reviewed behavioral sources in APA format and cited one or more original behavioral references, outside of the assigned readings.The author posted references in APA format of assigned readings but did not include an additional peer—reviewed behavioral reference.The author neither utilized APA format for referenced material used nor cited an outside peer—reviewed behavioral reference.Promotes DiscussionThe author’s postclearly responds to theassignment prompt,develops ideas cogently, organizes them logically, and supports them through empirical writing. The author’s post also raises questions or stimulates discussion. The author’s postresponds to theassignment prompt but relies heavily on definitionalexplanations and doesnot create and developoriginal ideas andsupport them logically.The author’s post maystimulate some discussion. The author’s post doesnot correspond with the assignment prompt, mainly discusses personal opinions, irrelevant information, or information ispresented with limitedlogic and lack ofdevelopment andorganization of ideasDoes not support anyclaims made.DemonstratesApplication of theAssigned Reading and Behavioral ConceptsThe author’s postclearly demonstratesapplication andrelationship to the week’s assignedreading/topic.The author’s post refersto the assignedtopic/readingtangentially but doesnot demonstrateapplication.The author’s post doesnot demonstrateapplication of the week’s assignedtopic/reading.

Critical Awareness and Barefoot Leadership

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Module 1: Critical Awareness and Barefoot Leadership

The Small Personal Risks That Actually Change Behavior

One of the things I love about my synagogue is its commitment to inclusiveness. The community welcomes people of all faiths and integrates practices from other traditions.

This year on Yom Kippur, the Day of Repentance, the most solemn day in the Jewish Calendar, after several hours of prayer, I felt an impulse to do something that is never done in a traditional synagogue. I wanted to take my shoes and socks off. In the Eastern spiritual traditions that inform my yoga and meditation practice, bare feet is seen as respectful and helpful to centered, grounded meditation and prayer. But the idea of doing it in a synagogue scared me.

I rationalized my reticence with a number of reasonable excuses: The gentleman sitting to my right was impeccably and formally dressed — handkerchief in his breast pocket and all — what would he think? I didn’t want to disrupt his experience and I didn’t want to feel his judgment. Also, I was in the front row, visible to many congregants, and I am a member of the board. What would others think? What would the Rabbi think? What would it look like for a board member to be barefoot in synagogue? Better not risk it, I thought.

Then I saw Jonathan*.

He had been given the honor of opening the Ark to remove the Torah, Judaism’s holiest book. This is arguably the most visible moment in the service. Everyone is paying attention. And, as Jonathan walked to the stage, I saw that he was barefoot.

Instantly, I knew it was okay for me to be barefoot. I was still worried I would look stupid, still concerned about the judgment of others. But seeing someone else take a braver risk than I was contemplating made me more willing to take my smaller risk.

And so I took off my shoes.

We often think of leadership in big, active ways: ambitious visions, well-articulated strategies, convincing speeches, compelling conversations.

Those things can be useful tools for a powerful leader. But they are not the essence of leadership. The essence of leadership is having the courage to show up differently than the people around you.

Most people I know — myself included — stop short of what we can accomplish because, simply put, we’re scared. Of looking bad. Of failing. Of being humiliated. We’re hiding, unwilling to be vulnerable, unsure whether to take a risk. But leadership calls us to step forward first and take the risk that others are afraid to take.

I was in a meeting with a number of senior executives who were all blaming each other for the company’s lackluster revenue numbers. The goal of the meeting was to uncover the causes and each person was pointing to someone else’s division as the source of the problem. The head of sales blamed marketing for targeting the wrong prospects. Marketing blamed operations for pricing the product non-competitively. Operations blamed the company’s technology for being too cumbersome and expensive.

Then the head of customer service spoke up.

He started by saying that the problems the company was facing were complex but he could think of at least three ways that he contributed to making them worse. His department wasn’t prioritizing the most critical customers, they weren’t effectively funneling information they were gathering from customers to the rest of the organization, and, maybe the biggest problem of all, he had morale issues in his group. Then he listed things he was planning to do to address those three issues.

After he spoke, there was silence in the room. Then, one by one, the others started claiming their part in the problems.

That’s barefoot leadership.

Barefoot leadership is about acting in ways that change the way others act. It’s about shifting a room, a team, or even the culture of an organization by taking a risk that others are scared to take.

One of my clients, a technology company, was having quality issues in some of their products. Quarter after quarter, the executive team had committed to solving the problems. But, when it came down to it, they always chose to ship a slightly flawed product in order to make their quarterly numbers, rather than take the sales hit.

One day the CEO declined a high profile sale that would have added millions to his top line, because it was clear that the product would ship with quality issues.

“Wait,” his head of sales argued, “We can ship it and make repairs in the field.” Everyone agreed – the SVP of Operations, Engineering, even HR. The CEO was under intense pressure from his team to give in, but he held his ground. Everyone’s bonuses that year – including the CEO’s – were lower as a result.

That was the last year the company had serious quality issues. That’s barefoot leadership.

This doesn’t just apply to CEOs and other top executives. Anyone who is willing to take a risk publicly — even a small one — stands as an example for others to follow.

A short while after I took off my shoes, I noticed that the man sitting next to me – the well-dressed one with the handkerchief in his pocket – was looking at my feet. “Oh no,” I thought to myself, “here comes the judgment.”

To my surprise, he smiled at me and bent over to take off his own shoes and socks. After services, I asked him why he decided to do it.

“When I saw your bare feet, it gave me permission to take my shoes off,“ he said. Then he quickly added, “Not that I needed permission. Still, you made it easier.”

*Name changed to protect his privacy

BREGMAN, PETER. 2014. “The Small Personal Risks that Actually Change Behavior. 17 November. HARVARD BUSINESS REVIEW.

Peter Bregman is deeply committed to developing emotionally courageous leaders through his programs, including the Bregman Leadership Intensive, and as an advisor to CEOs and their leadership teams. His latest book is 18 Minutes: Find Your Focus, Master Distraction, and Get the Right Things Done.