w.7.Discussion.Evidence Based Practice II
DUE January 6, 2025
Leadership Style
How does leadership style affect change?
No two leaders are the same, and no one leader can be effective for all issues. Leadership can be described by style, skills, and qualities. One leader may be incredibly effective in dealing with one issue or environment and struggle with a different issue or in a different environment. This struggle does not make the leader a poor leader, rather this illustrates that the style, skills, and qualities needed for a leader can vary based on the issue, environment, stakeholders, or other factors.
For this Discussion, you will consider your leadership style and the impact of this style on the implementation. Consider what leadership style, skills, and qualities are needed for the implementation, and evaluate how your particular style aligns with the needs of the implementation.
Resources
Learning Resources
Required Readings
· Dang, D., Dearholt, S. L., Bissett, K., Ascenzi, J., & Whalen, M. (2021). Johns Hopkins evidence-based practice for nurses and healthcare professionals: Model and guidelines (4th ed.). Sigma Theta Tau International.
· Chapter 2, “Creating a Supportive EBP Environment” (pp. 13–40)
· White, K. M., Dudley-Brown, S., & Terhaar, M. F. (Eds.). (2021). Translation of evidence into nursing and healthcare (3rd ed.). Springer Publishing.
· Chapter 15, “Interprofessional Collaboration and Teamwork for Translation” (pp. 299–314)
· Chapter 16, “Creating a Culture That Promotes Translation” (pp. 315–336)
· Bianchi, M., Bagnasco, A., Bressan, V., Barisone, M., Timmins, F., Rossi, S., Pellegrini, R., Aleo, G., & Sasso, L. (2018). A review of the role of nursing leadership in promoting and sustaining evidence-based practice. Journal of Nursing ManagementLinks to an external site. , 26(8), 918–932. https://doi.org/10.1111/jonm.12638
· Castiglione, S. A., & Lavoie-Trembley, M. (2021). An integrative review of organizational factors influencing successful large-scale changes in healthcareLinks to an external site. . The Journal of Nursing Administration, 51(5), 264–270. https://doi.org/10.1097/NNA.0000000000001011
· Harvey, G., Kelly, J., Kitson, A., Thornton, K., & Owen, V. (2020). Leadership for evidence-based practice—Enforcing or enabling implementation?Links to an external site. Collegian, 27(1), 57–62. https://doi.org/10.1016/j.colegn.2019.04.004
· Välimäki, T., Partanen, P., & Häggman-Laitila, A. (2018). An integrative review of interventions for enhancing leadership in the implementation of evidence-based nursingLinks to an external site. . Worldviews on Evidence-Based Nursing, 15(6), 424–431. https://doi.org/10.1111/wvn.12331
Be sure to review the Learning Resources before completing this activity. Click the weekly resources link to access the resources.
WEEKLY RESOURCES
To Prepare
· Review assessment of leadership sources from the previous course NURS 8502.
· Explore the Learning Resources concerning leadership styles.
· Identify the leadership style, skills, and qualities needed to implement the change.
· Identify your leadership style, skills, and qualities.
· Consider how leadership style affects change.
By Day 3 of Week 7
Post a description of leadership style needed to implement your proposed change. In your response, address the following:
· What leadership style do you need to implement the proposed change? What qualities are necessary to implement this proposed change?
· How does this leadership style connect with how you will disseminate the results?
· Remember that each leadership style is not applicable to every issue. So, considering your leadership style, what do you have and what do you need? Is there a gap? Will you need additional support for implementation? How does your particular style apply to your proposed change?
Assignment Rubric Details Close
Rubric
NURS_8503_Week7_Discussion_Rubric
| NURS_8503_Week7_Discussion_Rubric |
| Criteria |
Ratings |
Pts |
| This criterion is linked to a Learning OutcomeRESPONSIVENESS TO DISCUSSION QUESTION (20 possible points) Discussion post minimum requirements: The original posting must be completed by Day 3 at 10:59 pm CT. Two response postings to two different peer original posts, on two different days, are required by Day 6 at 10:59 pm CT. Faculty member inquiries require responses, which are not included in the peer posts. Your Discussion Board postings should be written in Standard Academic English and follow APA 7 style for format and grammar as closely as possible given the constraints of the online platform. Be sure to support the postings with specific citations from this week’s learning resources as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) |
| 20 to >19.0 pts
Excellent
• Discussion postings and responses are responsive to and exceed the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. Goes beyond what is required in some meaningful way (e.g., the post contributes a new dimension, unearths something unanticipated) • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Exceeds the minimum requirements for discussion posts. |
19 to >15.0 pts
Good
• Discussion postings and responses are responsive to and meet the requirements of the Discussion instructions. • The student responds to the question/s being asked or the prompt/s provided. • Demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Meets the minimum requirements for discussion posts. |
15 to >12.0 pts
Fair
• Discussion postings and responses are somewhat responsive to the requirements of the Discussion instructions. • The student may not clearly address the objectives of the discussion or the question/s or prompt/s. • Minimally demonstrates that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the minimum requirements for discussion posts; has not posted by the due date at least in part. |
12 to >0 pts
Poor
• Discussion postings and responses are unresponsive to the requirements of the Discussion instructions. • Does not clearly address the objectives of the discussion or the question/s or prompt/s. • Does not demonstrate that the student has read, viewed, and considered a variety of learning resources, as well as resources available through the Walden University library and other credible online resources (guidelines, expert opinions etc.) • Does not meet the requirements for discussion posts; has not posted by the due date and did not discuss late post timing with faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTENT REFLECTION and MASTERY: Initial Post (30 possible points) |
| 30 to >29.0 pts
Excellent
Initial Discussion posting: • Post demonstrates mastery and thoughtful/accurate application of content and/or strategies presented in the course. • Posts are substantive and reflective, with critical analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
29 to >23.0 pts
Good
Initial Discussion posting: • Posts demonstrate some mastery and application of content, applicable skills, or strategies presented in the course. • Posts are substantive and reflective, with analysis and synthesis representative of knowledge gained from the course readings and current credible evidence. • Initial post is supported by 3 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. |
23 to >18.0 pts
Fair
Initial Discussion posting: • Post may lack in depth, reflection, analysis, or synthesis but rely more on anecdotal than scholarly evidence. • Posts demonstrate minimal understanding of concepts and issues presented in the course, and, although generally accurate, display some omissions and/or errors. • There is a lack of support from relevant scholarly research/evidence. |
18 to >0 pts
Poor
Initial Discussion posting: • Post lacks in substance, reflection, analysis, or synthesis. • Posts do not generalize, extend thinking or evaluate concepts and issues within the topic or context of the discussion. • Relevant examples and scholarly resources are not provided. |
|
30 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: First Response (20 possible points) |
| 20 to >19.0 pts
Excellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides rich and relevant examples and thought-provoking ideas that demonstrates new perspectives, and synthesis of ideas supported by the literature. • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
19 to >15.0 pts
Good
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Scholarly sources are correctly cited and formatted. • First response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Responds to questions posed by faculty. |
15 to >12.0 pts
Fair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
12 to >0 pts
Poor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • There is a lack of support from relevant scholarly research/evidence. • No response to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeCONTRIBUTION TO THE DISCUSSION: Second Response (20 possible points) |
| 20 to >19.0 pts
Excellent
Discussion response: • Significantly contributes to the quality of the discussion/interaction and thinking and learning. • Provides relevant examples and thought-provoking ideas that demonstrates new perspectives, and extensive synthesis of ideas supported by the literature. • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
19 to >15.0 pts
Good
Discussion response: • Contributes to the quality of the interaction/discussion and learning. • Provides relevant examples and/or thought-provoking ideas • Second response is supported by 2 or more relevant examples and research/evidence from a variety of scholarly sources including course and outside readings. • Scholarly sources are correctly cited and formatted. • Responds to questions posed by faculty. |
15 to >12.0 pts
Fair
Discussion response: • Minimally contributes to the quality of the interaction/discussion and learning. • Provides few examples to support thoughts. • Information provided lacks evidence of critical thinking or synthesis of ideas. • Minimal scholarly sources provided to support post. • Does not respond to questions posed by faculty. |
12 to >0 pts
Poor
Discussion response: • Does not contribute to the quality of the interaction/discussion and learning. • Lacks relevant examples or ideas. • No sources provided. • Does not respond to questions posed by faculty. |
|
20 pts |
| This criterion is linked to a Learning OutcomeQUALITY OF WRITING (10 possible points) |
| 10 to >9.0 pts
Excellent
Discussion postings and responses exceed doctoral level writing expectations: • Use Standard Academic English that is clear, concise, and appropriate to doctoral level writing. • Make few if any errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are positive, courteous, and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
9 to >8.0 pts
Good
Discussion postings and responses meet doctoral level writing expectations: • Use Standard Academic English that is clear and appropriate to doctoral level writing • Makes a few errors in spelling, grammar, that does not affect clear communication. • Uses correct APA 7 format as closely as possible given the constraints of the online platform. • Are courteous and respectful when offering suggestions, constructive feedback, or opposing viewpoints. |
8 to >6.0 pts
Fair
Discussion postings and responses are somewhat below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Numerous errors in APA 7 format • May be less than courteous and respectful when offering suggestions, feedback, or opposing viewpoints. |
6 to >0 pts
Poor
Discussion postings and responses are well below doctoral level writing expectations: • Posts contains multiple spelling, grammar, and/or punctuation deviations from Standard Academic English that affect clear communication. • Uses incorrect APA 7 format • Are discourteous and disrespectful when offering suggestions, feedback, or opposing viewpoints. |
|
10 pts |
| Total Points: 100 |
