NHS-FPX8002: Assessment 2: Personal Leadership Portrait

NHS-FPX8002: Assessment 2: Personal Leadership Portrait

Assessment 2: Personal Leadership Portrait

Create a 6-8-page personal leadership portrait that reflects an in-depth assessment of your leadership skills and abilities.

Leadership may be one of the defining factors in influencing organizational culture. Leadership impacts quality of care and addresses the well-being and development of employees and those served. In health care, successful leadership is aligned with ensuring access to care, safety and quality of care, affordability, ethical practice, and creating a culture of inclusion that honors diversity. NHS-FPX8002

The research reports a link between type of leadership and outcomes such as patient satisfaction, organizational performance, staff well-being, engagement, longevity in the field, and quality of care (West, Armit, Loewenthal, Eckert, West, & Lee, 2015). Effective leaders and their organizations deliver high quality and compassionate care that meets the needs of the population served.

The health care environment is complex, requiring leadership that is collaborative and embraces interprofessional communication and ethical practices. Leaders in the field must have a good understanding of the emerging health care market, be passionate about meeting the needs of the population served, and act as change agents, inspiring and motivating others in an organization that provides quality services at an affordable cost.

It is essential for leaders to be well versed in a range of areas (practice, research, education) as a means of effective engagement with interprofessional communities. Effective leaders have heightened awareness of self and leadership styles, leading to professional growth, career advancement, and the ability to develop ethical leaders for the future across fields of practice (nursing, health administration, public health).

This assessment provides an opportunity for you to create a portrait of the effective health care professional and leader you aspire to be.

Reference

West, M., Armit, K., Loewenthal, L., Eckert, R., West, T., & Lee, A. (2015). Leadership and leadership development in healthcare: The evidence base. /orders/www.kingsfund.org.uk/sites/default/files/field/field_publication_file/leadership-leadership-development-health-care-feb-2015.pdf

Preparation

Complete the Leadership Self-Assessment.

Note: Remember that you can submit all, or a portion of, your draft personal leadership portrait to Smarthinking Tutoring for feedback, before you submit the final version for this assessment. If you plan on using this free service, be mindful of the turnaround time of 24–48 hours for receiving feedback.

Instructions

Create a personal leadership portrait.

Example Assessment: You may use the following to give you an idea of what a Proficient or higher rating on the scoring guide would look like:

• Assessment 2 Example [PDF].

Writing in the third person is customary in academic writing. However, for this assessment, you may write in the first person.

Document Format and Length

Format your leadership portrait using APA style.

• Use the APA Style Paper Tutorial [DOCX] to help you in writing and formatting your leadership portrait. Be sure to include:
  • A title page and references page. An abstract is not required.
  • Appropriate section headings.
• Your leadership portrait should be 6–8 pages in length, not including the title page and references page.

Supporting Evidence

Cite 4–5 credible sources published within the last five years from peer-reviewed journals, other scholarly resources, professional industry publications, and assigned readings to support your leadership portrait. You will cite sources when you refer to the characteristics of leadership styles, best practices for interprofessional communication, diversity and inclusion, and ethical standards for your discipline.

Assessment Grading

The assessment requirements outlined below correspond to the grading criteria in the scoring guide, so be sure to address each of the five main tasks. Read the performance-level descriptions for each criterion to see how your work will be evaluated.

• Evaluate your personal approach to health care leadership.
  • Identify the leadership and emotional intelligence characteristics you already possess.
  • Analyze your strengths and limitations (areas for development).
  • Analyze your ability to apply emotional intelligence in your personal approach to health care leadership.
  • Compare your leadership characteristics with a predominant leadership style and its application to professional practice.
  • Assess other leadership styles you might integrate into your skills repertoire to enhance your effectiveness as a leader and manage change in health care.
• Explain how your personal approach to health care leadership facilitates interprofessional relationships, community engagement, and change management.
  • Consider interprofessional relationships with staff, community agencies, organizations, and other stakeholders.
  • Identify your strengths and weaknesses related to interprofessional relationships, community engagement, and change management.
  • Evaluate best practices for interprofessional communications, and compare your communication skills and attributes to those best practices.
• Explain how ethical leadership principles can be applied to professional practice.
  • Identify the relevant ethical leadership principles for your discipline (public health, health administration, or nursing).
  • Evaluate best practices for developing an ethical culture in the workplace.
• Explain how health care leaders can address diversity and inclusion.
  • What do diversity and inclusion mean to you within the context of population health?
  • Explain the importance of diversity and inclusion to effective leadership.
    • For example, cultivating good employee and community relations.
  • How does an effective leader develop a diverse and inclusive workplace (strategies, best practices)?
  • How do diversity and inclusion contribute to health care quality and service to the community?
  • What best practices would you recommend to address issues of diversity and inclusion?
• Explain how scholar-practitioners contribute to leadership and professional development in the field of health care.
  • Define scholar-practitioner, in your own words.
  • Explain the importance of critical thinking to scholar-practitioners.
  • Evaluate the influence of scholar-practitioners on health care leadership and professional development.
  • Explain the importance of scholar-practitioners to professional practice. Consider their value in:
    • Expanding the knowledge base.
    • Applying new and existing knowledge, research, and scholarship to solve real-world problems.
    • Improving health care quality and safety.
• Organize content so ideas flow logically with smooth transitions.
  • Proofread your writing to avoid errors that could distract readers and make it more difficult for them to focus on the substance of your evaluation. NHS-FPX8002
• Apply APA style and formatting to scholarly writing.
  • Apply correct APA formatting to your document, including headers, headings, spacing, and margins.
  • Apply correct APA formatting to all source citations.NHS-FPX8002

Portfolio Prompt: You may choose to save your personal leadership portrait to your ePortfolio.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• Competency 1: Apply interprofessional collaboration, communication, and leadership best practices to advance population health.
  • Evaluate one’s personal approach to health care leadership. NHS-FPX8002
  • Explain how a personal approach to health care leadership facilitates interprofessional relationships, community engagement, and change management.
• Competency 2: Apply professional ethics and the principles of diversity and inclusion to advance population health.
  • Explain how ethical leadership principles can be applied to professional practice.
  • Explain how health care leaders can address diversity and inclusion.
• Competency 3: Explain how scholar-practitioners function as leaders in the field of health care.
  • Explain how scholar-practitioners contribute to leadership and professional development in the field of health care.
• Competency 4: Produce written work that demonstrates critical thinking and application of knowledge, in accordance with Capella’s writing standards.
  • Organize content so ideas flow logically with smooth transitions.
  • Apply APA style and formatting to scholarly writing. NHS-FPX8002

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses. NHS-FPX8002: Assessment 2: Personal Leadership Portrait

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NHS-FPX8002: Assessment 2: Personal Leadership Portrait

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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