NURS 6052 Discussion Your Leadership Profile

Leadership strengths are traits and qualities that serve leaders well, helping them to lead, manage, and motivate their followers. Those strengths are not only helpful to have but nearly vital to have if you want to be an effective leader. Personality testing and other types of psychological testing have been used in employment, including pre-employment screening, since the early 1900s. The Clifton StrengthsFinder Assessment (CSFA) finds an individual’s top five of 34 leadership strengths and could be a way to test a potential employee’s ability to perform a job without using a “medical” screening (Johnson & Kent, 2019).
As I completed the strength finder by Gallup, my Signature Themes presents my five most dominant themes of talent are Adaptability, Restorative, Empathy, Context and Futuristic. Adaptability, it says I can be able to adjust in new situations, a very flexible person who can stay productive on the demands of work. Restorative, the ability to fix things and improve things, and finding solutions to restore them to a higher level of functioning. Empathy, the ability to sense other people’s emotions, the ability to imagine what someone else might be thinking or feeling. Context, I have the strength to look back in time to comprehend today, recall into history to bring the present to life, and add stability and meaning to the here and now. And last, Futuristic described that I am a dreamer who sees visions of what could be and who cherishes those visions; I can find a creative way to plan for the future and solve today’s problems (Gallup, 2020). To my surprise, I find this personality test accurate.
The two core values for me would be Empathy and Futuristic. I believed that giving Empathy helps me understand how others feel so I can respond appropriately to the situation. Futuristic influences the way people think, work, and relate, helping align and accomplish what needs to be done today to achieve a better tomorrow. My two strengths are Adaptability and Context. According to Schubring (2014a), Adaptability is the ability to live in the present, freely and willingly responding to the demands and changes of the moment. I believed that a leader should have the flexibility to adapt to any given situation. The StrengthsFinder theme of Context is productive because it is a form of thinking and problem solving that has been validated in the past. When this is applied to the present, it can bring a valuable source of information to solving present problems and challenges (Schubring, 2014b).
The two characteristics that I want to strengthen more are Restorative and Empathy. Because Restorative people are expert guides, generous advisors, and particularly honest collaborators, with them, we can expect to go to the root of ideas, organizations, and systems and identify core causes. With Empathy, this is an essential leadership skill; the ability to put yourself in another person’s shoes helps nurses build a trusting connection with those in their care by focusing on the patient’s point of view and feelings. Knowing your strengths gives you a better understanding of yourself and how you function, and I would like to improve these strengths to be the best leader that I can be.
References
Gallup. (2020). Your signature theme. Clifton Strength.
Johnston, A., & Kent, J. L. (2019). The Relationship between Leadership Strengths and Job Performance of Fleet Managers. Transportation Journal, 58(2), 126+. https://link.gale.com/apps/doc/A586240602/EAIM?u=minn4020&sid=EAIM&xid=e5969593
Schubring, B. (2014a). Exploring The StrengthsFinder theme of Adaptability. Leadership Vision. https://www.leadershipvisionconsulting.com/exploring-the-strengthsfinder-theme-of-adaptability/
Schubring, B. (2014b). Definition of the StrengthsFinder theme of context. Leadership Vision. https://www.leadershipvisionconsulting.com/the-strengthsfinder-theme-of-context/
Discussion 2 – Week 5: Your Leadership Profile
Effective teams are created by strong leadership that set forth positive teamwork and related-goals, which are among many other habits and traits. In clinical practice, three traits that are most important to a transformational leader are “empowerment of colleagues, engagement of stakeholders within and outside nursing in the change process, and provision of individual and system support during change initiatives” (Broome & Marshall, 2021, p. 183). “When facing challenges in the clinical arena, they (clinical leaders) are recognizable because they display their principles about the quality of care and they deal with patients in a ‘hands-on’ fashion, living out their values in the actions of clinical care” (Stanley, 2016, p. 15). Understanding my strengths can help me perform better and enhance my leadership abilities. Being in the charge nurse position has further developed my abilities, but it definitely did not happen overnight. Every situation has made me better understand myself in how I react in making critical decisions.
According to the StrengthsFinder assessment, my top five themes are responsibility, futuristic, relator, empathy, and achiever. Responsibility takes psychological ownership. Futuristics can envision the future. Relator is able to make connections with others. Empathy senses other people’s feelings. Achiever is productive and works hard. My two core values that I would like to build on is my futuristic and achiever abilities. I would like to strengthen my focus to stay goal-oriented and work harder to be more productive in my goals, especially in my graduate studies. My two strengths that I would like to grow is to be more responsible for my decisions and continue to make connections to broaden my future networks. Two characteristics that would help me become an effective leader are futuristic and relator. I would like to work on future goals for the unit to become more productive and engage in better teamwork. Although I am able to make connections with everyone I work with, I would like to help everyone grow and build on their strengths at work as well as myself. Sometimes I feel that because of my productive teamwork nature in helping everyone, it seems that some people take advantage of that and become lazy instead of working together. I feel like I am not going forward in my career, which is why I wanted to further my studies and enhance my position. It helps to be around individuals that share the same vision and are eager to be successful (Rath, 2007).

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Leadership skills is essential in making clinical decisions in nursing. It effects patient care, staffing, and organization of the unit. All team members, whether in a leadership position or not, need to continue to learn and build on their strengths to become more effective. “It all starts with a reflection and understanding of your own leadership skills” (Laureate Education, 2018).
References
Broome, M., & Marshall, E. S. (2021). Transformational leadership in nursing: From expert clinician to influential leader (3rd ed.). Springer Publishing Company. Kindle Edition.
Laureate Education (Producer). (2018). The Leader in You [Video file]. Baltimore, MD: Author.
Rath, T. (2007). Strengths finder 2.0. Gallup Press.
Stanley, D. (Ed.). (2016). Clinical leadership in nursing and healthcare: Values into action. John Wiley & Sons.

Discussion 2: Your Leadership Profile
Do you believe you have the traits to be an effective leader? Perhaps you are already in a supervisory role, but as has been discussed previously, appointment does not guarantee leadership skills.
How can you evaluate your own leadership skills and behaviors? You can start by analyzing your performance in specific areas of leadership. In this Discussion, you will complete Gallup’s StrengthsFinder assessment. This assessment will identify your personal strengths, which have been shown to improve motivation, engagement, and academic self-conference. Through this assessment, you will discover your top five themes—which you can reflect upon and use to leverage your talents for optimal success and examine how the results relate to your leadership traits.
To Prepare:
Complete the StrengthsFinder assessment instrument, per the instructions found in this Module’s Learning Resources.
Please Note: This Assessment will take roughly 30 minutes to complete.
• Once you have completed your assessment, you will receive your “Top 5 Signature Themes of Talent” on your screen.
• Click the Download button below Signature Theme Report, and then print and save the report. We also encourage you to select the Apply tab to review action items.
NOTE: Please keep your report. You will need your results for future courses. Technical Issues with Gallup:
If you have technical issues after registering, please contact the Gallup Education Support group by phone at +1.866-346-4408. Support is available 24 hours/day from 6:00 p.m. Sunday U.S. Central Time through 5:00 p.m. Friday U.S. Central Time.
• Reflect on the results of your Assessment, and consider how the results relate to your leadership traits.
• Download your Signature Theme Report to submit for this Discussion.
By Day 3 of Week 5
Post a brief description of your results from the StrengthsFinder assessment. Then, briefly describe two core values, two strengths, and two characteristics that you would like to strengthen based on the results of your StrengthsFinder assessment. Be specific. Note: Be sure to attach your Signature Theme Report to your Discussion post.
By Day 6 of Week 5
Respond to at least two of your colleagues on two different days by making recommendations for how they might strengthen the leadership behaviors profiled in their StrengthsFinder assessment, or by commenting on lessons to be learned from the results that can be applied to personal leadership philosophies and behaviors.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	8	6	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	8	6	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

NURS 6052 Discussion Your Leadership Profile