This week, lessons on connective leadership style have been of immense importance in highlighting the effectiveness of leadership in healthcare. In the past, I used to believe that any style of leadership would apply in healthcare. However, this topic has been a powerful tool that has helped me learn the effectiveness of connective leadership in nursing. The traditional approach to leadership is slowly losing significance in healthcare (Ritz, 2021). In the traditional era, the leader had the final say on an organization’s issues. The authoritative style was among the most valuable traditional leadership styles. However, this week refutes this claim by teaching that the traditional leadership style has been replaced by connective leadership, where leaders have the ability to lead with others in mind. This is where leaders seek advice from other stakeholders before making a decision that affects the patient in the healthcare delivery system.
In my practice, I would like to practice the connective leadership style, especially within my healthcare department. First, this leadership style will enhance collaboration and communication between healthcare professionals and patients. It supports a decision-making process where all stakeholders can speak their minds (Duke, 2020). Secondly, I will be able to transfer the power of leadership to healthcare professionals and patients, who are the main stakeholders in the healthcare delivery process. The harmonious coexistence developed between the nurses and patients would as well be a form of motivation that allows nurses to unleash their full potential in meeting the desired patient outcome. Besides, this style will give me the power to rally nurses and patients to lead change within the healthcare system. One of the main challenges facing change in healthcare is employee resistance. However, through this style, I can mitigate such issues.
Ritz, A. A. (2021). Connective Leadership and Sustainable Development. In Sustainability Mindset and Transformative Leadership (pp. 207-222). Palgrave Macmillan, Cham. DOI: 10.1007/978-3-030-76069-4_10
Duke, A. (2020). Clinical leadership in the dental profession: Approaches to becoming an effective leader. BDJ In Practice, 33(4), 10-11. https://doi.org/10.1038/s41404-020-0356-1
Grading Rubric Guidelines
Performance Category109840ScholarlinessDemonstrates 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 decisionsEvaluates literature resources to develop a comprehensive analysis or synthesis.Uses valid, relevant, and reliable outside sources to contribute to the threaded discussionProvides 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 reliableNo evidence of the use of scholarly inquiry to inform or change professional or academic decisions.Information is not valid, relevant, or reliablePerformance Category 109840Application 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 situationsPosts 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 lifeInteractions with classmates are relevant to the discussion topic but do not make direct reference to lesson contentPosts 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 lifeDoes not demonstrate a solid understanding of the principles and concepts presented in the lessonPosts 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 contentDoes not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real lifePosts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignoredNo discussion of lesson concepts to personal experience in the professional setting and or relevant application to real lifePerformance Category 54320Interactive DialogueReplies 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 requirementsReplies 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 peerSummarizes 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 daysReplies to a question posed by a peerSummarizes 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 deadlineDoes not reply to a question posed by a peer or facultyHas only one post for the weekDiscussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ commentsDoes not post to the threadNo connections are made to the topic Minus 1 PointMinus 2 PointMinus 3 PointMinus 4 PointMinus 5 PointGrammar, Syntax, APANote: 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 Edition2-3 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 instructor0 points lost -5 points lostTotal Participation Requirementsper discussion threadThe 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 daysEarly Participation Requirementper discussion threadThe 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.