LDR 600 Leadership As A Vocation
Review “Case 3.1: A Strained Research Team,” located in Chapter 3 of the textbook, Leadership: Theory and Practice. Post a 250-300 word response to the questions located at the end of the case. In your response, be sure to address the strengths and weaknesses of the three-skill approach in this situation.
B
Review “Case 4.1: A Drill Sergeant at First,” located in Chapter 4 of the textbook, Leadership: Theory and Practice. Post a 250-300 word response to the questions located at the end of case. In your response, be sure to address the strengths and weaknesses of the behavioral approach to leadership in this situation.
LDR 600 Week 1 Discussion Question 1
The concept of leadership as a “vocation” greatly distinguishes leadership from a job, career, or what one simply does for a living. A vocation can be thought of as one’s calling. Vocation is often associated with the clergy or missionaries who feel called by a higher power to fulfill a specific purpose. Vocation is also a concept associated with careers like teachers, emergency responders, doctors, or other health care professionals who feel strongly compelled to dedicate their own lives to improving the lives of those whom they serve. Consider your own view of leadership. How does understanding leadership as a vocation inform your understanding of the personal and moral commitments required of leaders? If leadership is not a job, but a calling, what responsibilities do leaders have towards their position, their organization, and their followers?
Resources for Leadership as a Vocation
Textbook
1. Advanced practice nursing: Essential Knowledge for the Profession
Read Chapters 23-27.
2. Publication Manual of the American Psychological Association
Read Chapters 2 and 3.
Electronic Resource
1. A Nurse’s Guide to the Use of Social Media
Read “A Nurse’s Guide to the Use of Social Media,” located on the NCSBN website as required by LDR 600 Leadership As A Vocation
https://www.ncsbn.org/NCSBN_SocialMedia.pdf
3. Purnell Model for Cultural Competence
Read “Purnell Model for Cultural Competence,” by Purnell, from the Journal of Multicultural Nursing and Health (2005).
https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/220301419?accountid=7374
2. Code of Ethics for Nurses with Interpretive Statements
Read “Code of Ethics for Nurses With Interpretive Statements,” located on the American Nurses Association website.
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics-For-Nurses.html
4. Status of Cultural Competence in Nursing Education: A Literature Review
Read “Status of Cultural Competence in Nursing Education: A Literature Review,” by Grant and Letzring, from the Journal of Multicultural Nursing & Health (2003).
https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/220302543?accountid=7374
e-Library Resource
1. Culture Care Theory: A Proposed Practice Theory Guide for Nurse Practitioners in Primary Care Settings
Read “Culture Care Theory: A Proposed Practice Theory Guide for Nurse Practitioners in Primary Care Settings,” by McFarland and Eipperle, from Contemporary Nurse (2008).
https://lopes.idm.oclc.org/login?url=http://search.proquest.com.lopes.idm.oclc.org/docview/203172654?accountid=7374
2. Defining End of Life Care from Perspectives of Nursing Ethics as in LDR 600 Leadership As A Vocation
Read “Defining End of Life Care from Perspectives of Nursing Ethics,” by Izumi, Nagae, Sakurai, and Imamura, from Nurse Ethics (2012).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=82506601&site=ehost-live&scope=site
3. Developing Ethical Skills: From Sensitivity to Action
Read “Developing Ethical Skills: From Sensitivity to Action,” by Robichaux, from Critical Care Nurse (2012).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=74306541&site=ehost-live&scope=site
4. Interventions to Improve Cultural Competency in Healthcare: A Systematic Review of Reviews
Read “Interventions to Improve Cultural Competency in Healthcare: A Systematic Review of Reviews,” byTruong, Paradies and Priest, from BCM Health Services Research (2014).
https://bmchealthservres.biomedcentral.com/articles/10.1186/1472-6963-14-99
5. Moral Courage and the Nurse Leader
Read “Moral Courage and the Nurse Leader,” by Edmonson, from OJIN: The Online Journal of Issues in Nursing (2010).
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=56593216&site=ehost-live&scope=site
Website
1. ANA’s Social Networking Principles Toolkit
Explore the Social Networking Principles Toolkit page of the ANA website.
http://www.nursingworld.org/socialnetworkingtoolkit.aspx
2. Cultural Profiles of Countries
Explore the “The World Factbook” website.
https://www.cia.gov/library/publications/the-world-factbook/
3. Diversity Rx
Explore the Diversity Rx website.
http://www.DiversityRx.org
4. MinorityNurse.com: The Career and Education Resource for Minority Nursing Professionals, Students, and Faculty
Explore the MinorityNurse.com: The Career and Education Resource for Minority Nursing Professionals, Students, and Faculty website.
Leadership as a “vocation” distinguishes itself from a job, profession, or what one does for a living in a significant way. One’s calling might be viewed of as one’s vocation. Vocation is frequently associated with clergy or missionaries who believe they have been called by a higher power to carry out a certain task. Teachers, emergency responders, doctors, and other health care professionals who feel strongly driven to dedicate their own life to improving the lives of those they serve are examples of vocation. Take a look at how you see yourself as a leader. What does your notion of leadership as a vocation tell you about the personal and moral commitments that leaders must make? What duties do leaders have towards their position, their organization, and their followers if leadership is a calling rather than a job? The first question is:
Reply as follows:
When compared to being a nursing supervisor, a unit director, or a CEO, it’s difficult to classify leadership as a profession. When I think of leadership as a vocation, I think of a politician or someone aspiring to be President. Vocation, or a sense of fit for a certain career/profession, comes to mind. When it comes to leadership, I have to acknowledge that there is a stigma in my department. Being a nurse supervisor or director is a demanding job that can lead to a variety of difficult scenarios that most people attempt to avoid by seeking simplicity in their lives. I see myself as an outlier, and I consider leadership to be a calling. As a nurse leader, I am passionate about bringing the best for the department, employees, and organization by developing, implementing, and building relationships.
Because of what Northouse teaches, leadership is linked to being a vocation. Leadership is more than a quality or a characteristic; it is an engaged and dynamic individual who initiates interactions and communication with followers to bring them into a linked connection (Northouse, 2016). Many people struggle to realize and acknowledge the burden that comes with being a leader. Being a leader entails communicating, being inspirational, understanding how to assign chores, becoming focused and determined, bringing in creativity/innovation, and actually being accountable for people that follow you. A supervisory title merely indicates that an individual is a leader on paper. To be one in person and for others, one must possess and desire all of the attributes mentioned. There will be failure if one does not desire to do what the role of leadership entails. Failure is not only for the leader, but also for those who follow.
LDR-600 | Leadership as a Vocation
MODULE 1
A
The concept of leadership as a “vocation” greatly distinguishes leadership from a job, career, or what one simply does for a living. A vocation can be thought of as one’s calling. Vocation is often associated with the clergy or missionaries who feel called by a higher power to fulfill a specific purpose. Vocation is also a concept associated with careers like teachers, emergency responders, doctors, or other health care professionals who feel strongly compelled to dedicate their own lives to improving the lives of those whom they serve. Consider your own view of leadership. How does understanding leadership as a vocation inform your understanding of the personal and moral commitments required of leaders? If leadership is not a job, but a calling, what responsibilities do leaders have towards their position, their organization, and their followers?
B
Leadership is a complex process that requires leaders to critically appraise the circumstances in which they find themselves to best determine how to lead and influence those around them. There are multiple tactics a leader can employ in any given circumstance to influence a situation or their followers. Compare two leaders you have dealt with in the past. What different tactics did these leaders employ to influence situations or people? Which tactics were successful? Which tactics were not successful? As a leader, how can you critically appraise situations to make sure you select appropriate tactics for influencing a given situation?
Resources
Textbook
1. Advanced practice nursing: Essential Knowledge for the Profession
Read Chapters 1-3 and 18.
2. Theoretical Basis for Nursing
Read Chapter 1.
Electronic Resource
1. The APRN Consensus Model
Read APRN Consensus Model, located on the NCSBN website.
https://www.ncsbn.org/Consensus_Model_for_APRN_Regulation_July_2008.pdf
2. The Essentials of Baccalaureate Education for Professional Nursing Practice
Study “The Essentials of Baccalaureate Education for Professional Nursing Practice,” located on the American Association of Colleges of Nursing website.
3. The Essentials of Master’s Education for Advanced Practice Nursing
Study “The Essentials of Master’s Education for Advanced Practice Nursing,” located on the American Association of Colleges of Nursing website.
4. The Future of Nursing: Leading Change, Advancing Health
Read The Future of Nursing: Leading Change, Advocating Health, located on the National Academies of Sciences, Engineering, and Medicine website.
Name: Discussion Rubric
| Excellent
90–100 |
Good
80–89 |
Fair
70–79 |
Poor
0–69 |
|||
| Main Posting:
Response to the Discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. |
40 (40%) – 44 (44%)
Thoroughly responds to the Discussion question(s). Is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources. No less than 75% of post has exceptional depth and breadth. Supported by at least three current credible sources. |
35 (35%) – 39 (39%)
Responds to most of the Discussion question(s). Is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module. 50% of the post has exceptional depth and breadth. Supported by at least three credible references. |
31 (31%) – 34 (34%)
Responds to some of the Discussion question(s). One to two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Cited with fewer than two credible references. |
0 (0%) – 30 (30%)
Does not respond to the Discussion question(s). Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible references. |
||
| Main Posting:
Writing |
6 (6%) – 6 (6%)
Written clearly and concisely. Contains no grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
5 (5%) – 5 (5%)
Written concisely. May contain one to two grammatical or spelling errors. Adheres to current APA manual writing rules and style. |
4 (4%) – 4 (4%)
Written somewhat concisely. May contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 3 (3%)
Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Posting:
Timely and full participation |
9 (9%) – 10 (10%)
Meets requirements for timely, full, and active participation. Posts main Discussion by due date. |
8 (8%) – 8 (8%)
Meets requirements for full participation. Posts main Discussion by due date. |
7 (7%) – 7 (7%)
Posts main Discussion by due date. |
0 (0%) – 6 (6%)
Does not meet requirements for full participation. Does not post main Discussion by due date. |
||
| First Response:
Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| First Response:
Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| First Response:
Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Second Response: Post to colleague’s main post that is reflective and justified with credible sources. |
9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings. Responds to questions posed by faculty. The use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives. |
8 (8%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting. |
7 (7%) – 7 (7%)
Response is on topic and may have some depth. |
0 (0%) – 6 (6%)
Response may not be on topic and lacks depth. |
||
| Second Response: Writing |
6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues. Response to faculty questions are fully answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues. Response to faculty questions are mostly answered, if posed. Provides opinions and ideas that are supported by few credible sources. Response is written in standard, edited English. |
4 (4%) – 4 (4%)
Response posed in the Discussion may lack effective professional communication. Response to faculty questions are somewhat answered, if posed. Few or no credible sources are cited. |
0 (0%) – 3 (3%)
Responses posted in the Discussion lack effective communication. Response to faculty questions are missing. No credible sources are cited. |
||
| Second Response: Timely and full participation |
5 (5%) – 5 (5%)
Meets requirements for timely, full, and active participation. Posts by due date. |
4 (4%) – 4 (4%)
Meets requirements for full participation. Posts by due date. |
3 (3%) – 3 (3%)
Posts by due date. |
0 (0%) – 2 (2%)
Does not meet requirements for full participation. Does not post by due date. |
||
| Total Points: 100 | ||||||
Name: Discussion Rubric
