Discussion: Strengths-Based Leadership

 

The task of leadership is not to put greatness into people, but to elicit it, for the greatness is there already.

 

—John Buchan

 

It can be demoralizing when managers focus primarily on the deficiencies of employees, yet it can sometimes be difficult to see beyond the negatives. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace. Strengths-based leadership can be applied to employees performing at their personal best or to those who may need redirection. In addition, the principles of strengths-based leadership can be carried over to managers themselves. When nurse managers are aware of their own strengths, they can better leverage them to effectively manage difficult situations.

 

To prepare

 

Review the article “Know Your Own Strength.” How can strengths-based leadership improve the skills and attitudes of employees?

Reflect on your own personal and professional leadership strengths. Consider how you might use these strengths to manage staff members who seem to be disengaged or problematic. In addition, determine how you might use these strengths to resolve difficult situations between employees.

Recall a time when you either observed a disengaged or problematic employee(s) at work or observed a difficult or conflict situation between employees.

Imagine that you were the nurse manager in the above situation. How might you have used your strengths to effectively manage this employee or situation? Also, give some thought to the strengths of those posing the problem. How might you have used their strengths to resolve the situation?

 

 

Post an explanation of what you consider to be your top two strengths as a leader. Then, briefly describe the situation you selected and explain how you could leverage your own strengths (applying strengths-based leadership) to successfully manage that situation. Explain at least two ways you might also capitalize on the strengths of the employee(s) involved to successfully resolve the situation.

 

Read a selection of your colleagues’ responses.

 

Respond to at least two of your colleagues on two different days using one or more of the following approaches:

Suggest another way a colleague might capitalize on the identified strengths of the employee(s).

Ask a probing question, substantiated with additional background information and evidence or research.

Expand on a colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

Validate an idea with your own experience and additional research.

 

 

Required Readings

 

Lussier, R. N., & Hendon, J. R. (2016). Human resource management: Functions, applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications.

Chapter 7, “Training, Learning, Talent Management, and Development” (pp. 234–274)

Chapter 7 explores many types of training that organizations can offer new employees, such as on-the-job training, classroom training, and e-learning. It also highlights career development opportunities for existing employees.

Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.

Chapter 7, “Coaching and Developing Others” (pp. 283–349)

This chapter compares the roles of leader and coach and explains why some leaders fail to employ effective coaching strategies. The author discusses coaching best practices and reviews in depth one practice, the six-step coaching model.

Kanefield, A. (2011). Know your own strength. Smart Business St. Louis, 4(2), 6.

Retrieved from the Walden Library databases.

 

This article provides simple rationale for employing strengths-based leadership in clinical settings.

Tyra, S. (2008). Coaching nurses: A real example of a real difference. Creative Nursing, 14(3), 111–115.

Retrieved from the Walden Library databases.

 

The author of this article uses an authentic coaching example to explain the stages of the coaching process. The author identifies coaching strategies as well as general feelings both the coach and the nurse might experience.

Optional Resources

The Trustees of the University of Pennsylvania. (2006). Authentic happiness.Retrieved from https://www.authentichappiness.sas.upenn.edu/

Ellisen, K. (2011). Mentoring smart. Nursing Management, 42(8), 12–16.

Meister, J. C., & Willyerd, K. (2010). Mentoring millennials. Harvard Business Review, 88(5), 68–72.

4-Explain each sampling technique discussed in the “Visual Learner: Statistics” in your own words, and give examples of when each technique would be appropriate

The visual learner statistics learner statistics include five different types of sampling techniques. They are simple random sampling, systematic sampling, convenience sampling, stratified sampling and cluster sampling.

Simple Random Sampling: In a simple random sampling, individuals are chosen at random and not more than once to prevent a bias that would negatively affect the validity of the result of the experiment. Individuals in the sample are given equal opportunity to be selected.

Stratified Sampling: The population is divided into two or more groups called strata that share common characteristics and deriving a sample from each different group. Example: Collecting the same set of data from college educated individuals, individuals with some college education, and data from individuals with no college experience.

Convenience sampling: Sampling a group of people that are readily available, an easy or convenient way to collect a sample. Example: Collecting a data on a group of patients that have an appointment with their doctor in a single day

Cluster sampling: Is a simple technique where the entire population is divided into groups or clusters and then a random sample of these clusters are selected. Example of use of this type of sampling would be to find out about city taxes in Maryland. It would be too difficult to get a random sample in the state of Maryland, so the researcher could use cluster sampling to get data from certain cities in Maryland and that would basically give them an idea of city taxes in Maryland.

Systematic sampling: In systematic sampling, the member of the population is selected randomly at a particular starting number. Example a researcher has a total population of 100 individuals. From the list, the researcher randomly selects the first sample elements from the K elements of the population list, thereafter every K element on the list is selected.

Reference

Alvi, M. (2016). A manual for selecting sampling techniques in research.

Moore D.S &McCabe (2013) Introduction to the practice of statistics  (5TH edition) Freeman and company New York.

 

5-I defiantly agree with you, Nurses as researchers need to find the right mix of sampling type that would be most appropriate first to the patients involved, secondly as to the particular dialysis if involved and future treatments, they must also be looking at the future growth of the profession and best practices before embarking with any type of sampling decision. Sampling bias and error is the end product of poor decision making involving sampling types

 

6-You did a great job explaining the types and forms of visual learning provided, I also opine that because population keeps getting wider and wider and there is a need to streamline it into manageable parts, the idea for types of sampling was birth. And the choice on the type is dependent on the researcher, the research basis and the population itself. Dr. James Lani of Complete Dissertation defines sampling as a “statistical procedure that is concerned with the selection of the individual observation; it helps us to make statistical inferences about the population”

References

James L (n.d) Sampling. Retrieved from http://www.statisticssolutions.com/sample-size-calculation-and-sample-size-justification/sampling/

Write a paper (2,000-2,500 words) in which you apply the concepts of epidemiology and nursing research to a communicable disease. Refer to “Communicable Disease Chain,” “Chain of Infection,” and the CDC website for assistance completing this assignment.

Communicable Disease Selection

Choose one communicable disease from the following list:

1. Chickenpox
2. Tuberculosis
3. Influenza
4. Mononucleosis
5. Hepatitis B
6. HIV
7. Ebola
8. Measles
9. Polio
10. Influenza

Epidemiology Paper Requirements

Address the following:

1. Describe the communicable disease (causes, symptoms, mode of transmission, complications, treatment) and the demographic of interest (mortality, morbidity, incidence, and prevalence). Is this a reportable disease? If so, provide details about reporting time, whom to report to, etc.
2. Describe the determinants of health and explain how those factors contribute to the development of this disease.
3. Discuss the epidemiologic triangle as it relates to the communicable disease you have selected. Include the host factors, agent factors (presence or absence), and environmental factors. (The textbook describes each element of the epidemiologic triangle). Are there any special considerations or notifications for the community, schools, or general population?
4. Explain the role of the community health nurse (case finding, reporting, data collecting, data analysis, and follow-up).
5. Identify at least one national agency or organization that addresses the communicable disease chosen and describe how the organization(s) contributes to resolving or reducing the impact of disease.
6. Discuss a global implication of the disease. How is this addressed in other countries or cultures? Is this disease endemic to a particular area? Provide an example.

A minimum of three peer-reviewed or professional references is required.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

NRS427V-RS-CommunicableDiseaseChain.doc

Word count: 1,800 (+10% penalty will apply for non-adherence) – you cannot answer this paper in less than 1800 words. No work will be marked after 1980 words.

 

 

 

The purpose ofthisassignmenttaskis toidentifytheprinciplesofprofessional nursing practice, outlinetheethical andlegal frameworksforprofessional practice and apply the Ethical Decision Making Framework to a complex scenario to establish an ethically and legally sound decision. Remember toincorporate evidenced-basedpracticeinrelationtoquality patientcare.YouMUSTincludeinyourreferencing 4(four)ormore ofthefollowing;

 

 

 

·         Health PractitionerRegulation NationalLawAct 2010(WA)

 

·         NMBA Registered Nurse Standards for Practice 2016

 

·         NMBA NationalCode of Conduct for theRegistered Nurse2008

 

·         NMBA Codeof EthicsforRegistered Nurses2008

 

·         NMBA NationalFrameworkfortheDevelopmentof Decision Making Framework:  Scopeof Nursing Practice (2007)

 

·         NMBA ProfessionalBoundaries2010

 

 

 

Relevant Acts and Laws relating to the subject and health care practitioners – remember ALL your work must be referenced.

 

 

 

Use theModel for EthicalDecisionMaking (included in your instructions, available on Blackboard) to determine themost favorable outcome of your chosen scenario.

 

General Instructions

 

There should be attention to spelling grammar and punctuation, this work is an academic paper and needs to reflect your ability to analyse, reflect and articulate in the written form. Take time to study the marking guide to assist you with your focus. Note that there is no requirement for an introduction or a conclusion. There should be evidence of critical thinking. Citations within text and reference list should conform to APA 6^th ed format.

 

If you feel that you require assistance with your academic writing skills there are many facilities on campus and online to support you. Below is the link to access what is available.

 

http://life.curtin.edu.au/learning-support/writing-skills.htm

 

Include a marking guide with your work. Put your name in full on your uploaded document; Surname first.

 

Using theModel for EthicalDecisionMaking (Kerridge, Lowe and McPhee, p85 2005) to determine themost favorable outcome:

 

Modelfor EthicalDecision-Making

 

•     Pleaseusetheseheadingswhenwritingyourcasestudy

 

·         The word count provided is only an example – it also shows the weighting of the importance of each section.

 

 

 

 

 

1.Clearlystatetheproblem: this should not be any more than 150 words (this is like an introduction)

 

 

 

Considertheproblemwithinitscontext; ethical, medical,socialandlegal considerations.

 

This should be a very brief summary of the issues as you see it – extract the issues:

 

 

 

o   What is the ethical ISSUE-what is the decision about?

 

o   What is the medical condition, just state this in a few lines

 

o   What is the social situation of the patient -is the person dependent, do they have support?

 

o   What appear (prima facie) to be the legal issues? Is it assault; is it the application of an Advanced Directive or informed consent for example?

 

Example: The medical issues for this patient (Mr S) are; Diabetes type1, depression and Heart Failure. The ethical issue for Mr S is that he is concerned about the lack of autonomy and justice when he is in hospital. Mr S’s social situation is that he lives with his wife and one daughter, he states he is a Catholic. The legal issues for Mr S are namely consent, guardianship and refusal of treatment. These issues will be explored throughout this paper. (80 WORDS – you don’t have to put the word count in each section just at the end of your work – this is just an example for you).

 

 

 

2.Get thefacts: this should not be any more than 350 words

 

 

 

Here you need to find out what are the facts of the case;  – what is the medical condition & history, examination, relevant tests (investigations), define the medical condition what is the pathophysiology of the condition/s – use scientific references

 

o   What is the prognosis?

 

o   What are the implications of the condition/s -for example is it acute, chronic, and degenerative? What type of progression or prognosis might be expected?

 

o   Are there any alternative treatments?

 

o   What social factors might have an influence – family input, social interaction

 

 

 

3.Considerthefourprinciples: this should not be any more than 250 words

 

 

 

 

 

o   You need to define each principle and relate the principle to the patient

 

o   Autonomy: whatarethe patient’spreferences?

 

o   Beneficence:whatbenefitscanbe obtainedforthepatient?

 

o   Non-maleficence:whatarethe risksandhowcantheybeavoided?

 

o   Justice:howarethe interestsofdifferentpartiesto be balanced?

 

 

 

4.Identifyethical conflicts: this should not be any more than 200 words

 

 

 

What are the ethical conflicts? To promote autonomy are we in conflict with beneficence (Autonomy vs Beneficence).

 

Explainwhytheconflictsoccur relating this to the patient andhowtheymayberesolved.

 

Ref the NMBA Code of Ethics / ICN Code of Ethics in this section

 

 

 

5.ConsidertheLaw: this should not be any more than 450 words

 

 

 

Identifyrelevantlegal conceptsandlawsandhowtheymightguidemanagement.

 

·         Consider: the Practice Standards – how they apply to the case study ie (NMBA Registered Nurse Standards for Practice 2016).

 

o   How does duty of care apply to the patient?

 

·         How does the Practice Standards relate to the Act?

 

·         You need to use the Acts (legislation) that apply to the case study for example:

 

o   Consent to Treatment – Age of Majority Act

 

o   Human Tissue and Transplant Act

 

 

 

6.Makingthe ethicaldecision:this should not be any more than 250 words

 

o   Clearlystatethe clinical ethicaldecisionand justifyiteg:

 

o   Specifyhowguidingprincipleswere balancedand why (i.e.justifythe decision). Use the information that you have in the Law and Get the Facts section to support your decision. MUST Reference

 

o   Takeresponsibilityforthedecision&providealternativemanagement – reference this!

 

 

 

7. Evaluate the decision and discuss the legal relevance and importance of accurate documentation: this should not be any more than 150 words

 

·         Identify how you would evaluate your decision-what is our fundamental tool for establishing the efficacy/outcome of an action/decision? – here you will research what does the literature say about evaluation – also use the NMBA Registered Nurse Standards for Practice 2016

 

o   State where you would document and why it is a fundamental practice in healthcare. Here you will research what the literature say about evaluation – also use the NMBA Registered Nurse Standards for Practice 2016.

 

 

 

Tip for 7. – Review Kozier and Erb’s Fundamentals of Nursing 2008 Vol 1 – Evaluating p 245 and Documentation and reporting Chapter 15 p255

 

 

 

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Further information:

 

·         A minimum of 18 references are required for this assessment.

 

·         Review the marking rubric when doing your assessment.

 

·         Good luck

 

 

 

 

 

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CASE SCENARIOS

 

 

 

SELECT ONE CASE SCENARIO AND APPLY THE MODEL FOR ETHICAL DECISION-MAKING

 

 

 

Case Study 1                          Mr. Alphonse

 

Mr Alphonse Martinez[1] a retired Italian man, married, his wife also retired and they have two grown up sons who still live at home. They are a close family who go to church every Sunday. Mr Alphonse had just recently made an Advanced Health Directive (AHD) that stated if he had another serious heart attack that he was not to be resuscitated. His wife and two sons were opposed to his Advanced Directive and instructed the staff to take no notice of the AHD.

 

Alphonse has been discharged from the coronary care unit (CCU) and placed in a step-down cardiac ward following his myocardial infarction (MI). While he had been in CCU the staff had felt that he had exaggerated his chest pain. That is, when they asked him to rate his pain from 0 – 10 he sometimes stated that it was 12 or 14. In response staff reacted in a rather disapproving manner.

 

During the first evening on the cardiac ward Alphonse asked Mark, one of the student nurses on clinical practice, to contact the hospital priest to come and see him and give him the last rites. Mark did so immediately and then went back to sit with Mr Alphonse.

 

Later Mark’s clinical supervisor (RN) called him to one side and asked why he was sitting with Mr Alphonse. Mark (student nurse) replied that Mr Alphonse was anxious and so he was sitting with him. The RN asked Mark “do you think you could be making him more anxious by sitting with him?” Mark replied that he didn’t think so, and he was only doing so until the priest came.

 

The RN then asked why the priest was coming, and Mark said that Mr Alphonse had asked for the priest, and so he had contacted him to come. The RN then said to Mark, “did you not think you should have told me what you had done” With that Mr Alphonse’s buzzer went and, turning to go back into the room, the RN and Mark saw Mr Alphonse have a cardiac arrest.

 

Despite vigorous and sustained effort Mr Alphonse could not be resuscitated.

 

 

 

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Case Study 2                                   Miss Mary-Jane

 

Mary-Jane is 14 years old; her parents are newly separated and they both work. She has three younger siblings and Mary-Jane does a lot of the child minding. She has been complaining of abdominal pain, moderate now severe and has some vaginal spotting (bleeding) for the past 24 hours. She presents to the emergency department at her local hospital with her parents who are concerned that their daughter is so unwell. Mary-Jane is looking pale, sweaty, light headed, nauseated and has some stomach bloating. You have taken her base line observations on admission and they are: temperature 37.8C, pulse 118bpm, BP 90/50, Respirations 28bpm, shallow breathing.  A possible diagnosis would be an ectopic pregnancy, and to rule this out a pregnancy test is essential. As the student nurse together with the Registered Nurse caring for Mary-Jane consider the legal and ethical issues, one being consent and the other confidentiality, these and others will need to be considered for Mary-Jane.

 

What are the rules surrounding mandatory reporting of sexual abuse?

 

 

 

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A leader has the ability to combine commitment for improvement with knowledge regarding how to exercise influence and engage support (Dickson & Tholl, 2014). In the areas of nursing and public health, the focus is on improving health. Porter-O’Grady and Malloch (2015) noted several major tasks of 21st-century healthcare leaders. Applying essentials of leadership, select two (2) tasks from the following list of tasks and discuss how you would exercise influence and engage support for each of your selected tasks.

1. Deconstructing the barriers and structures of the 20th century
2. Alerting staff about the implications of changing what they do
3. Establishing safety around taking risks and experimenting
4. Embracing new technologies as a way of doing work
5. Reading the signposts along the road to the future
6. Translating the emerging reality of health reform into language that the staff can use
7. Demonstrating personal engagement with health reform
8. Helping others adapt to the demands of a value-driven health system
9. Creating a safe milieu for the struggles and pain of changing practice and service
10. Enumerating small successes as a basis for supporting staff