Discussion I: Strength-Based Leadership Development & Emotional Intelligence

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Strength-based Leadership/Emotional Intelligence
Assessment Instructions
Each student will post an initial post of no more than 750 words in the discussion. First person may be used
for this assignment. Headings and the reference list are excluded from the word count.
Each student will then cross post to other students contributing to a robust class discussion. Cross posts
should be no longer than 300 words.
Students will be expected to respond to cross posts from their peers; APA formatting with reference
citations are required
All posts should be posted in the text box. Do not attach a pdf copy of your post.
When posting the initial discussion,
Label in the first line consistent with all course requirements:
Student’s last name, first name/initial, Class number, and Assignment Name
Example: "Stuart, Wilma, NU 613-801, Discussion 1 Initial Post"
When posting the cross posts label all cross posts with your name, cross post and the name of the student
for the cross post:
Example: "Dearmon cross post to Smith".
No title page is required in the discussion. Please use headings.
Turnitin is not required for this discussion however at the discretion of the faculty, the student may be
requested to submit a discussion item to Turnitin for evaluation.
Include a copy of your Strengths-Based Leadership Insight Report as an
attachment to your initial discussion. Please do not include other reports.
Grading Rubric and Critical Elements for a Class Discussion
Refer to the assignment instructions for details on required content, word limits, required
references, and due dates. Keep the focus on the intent of the assignment and do not allow
yourself to drift too far. The following critical elements should guide your postings:
 Prepare for the assignment by reviewing the unit content and resources. Students should
demonstrate graduate level understanding and analysis of the concepts and the
relationships among ideas, identifying hidden assumptions or fallacies in
reasoning. Students are expected to demonstrate the ability to apply the principles or
concepts in the lessons to real-life situations integrating implications for advanced practice.
Students should support their opinions with expert opinion through a deep dive into the
literature validating thinking and/or broadening perspectives/ understanding of the content.
 Cross posts should elaborate upon the ideas of others or content found in the readings/
keynotes by adding details, examples, a different viewpoint, or other
relevant information. The cross posts should provide original insights or
responses which integrates multiple views. (Just saying ditto, I agree, or restating
the original post is not considered elaboration.) There should be evaluation and feedback
which assesses the accuracy, reasonableness, or quality of idea, and
provides constructive feedback to classmates.
 The original post and cross posts should provide reflection and meaning by describing
thoughtfully what the idea means, uncovering new insights. The cross
posts should raise questions as to what needs further clarification or discussion. Personal or
professional experiences may be integrated into the cross posts, but
are not the sole purpose of the cross posts.
 The initial and cross posts should be posted by the due dates allowing time for classmates
to respond. The author should monitor their posts and respond to
cross posts from other students. The online discussion should mimic a
thoughtful classroom discussion. Therefore, the students should demonstrate promptness
and initiative in posting and remain engaged throughout the
discussion.
 The presentation of the post should demonstrate a clear and concise
writing style appropriate to graduate level work utilizing appropriate
terminology.
 Peer reviewed references should support posts according to APA formatting guidelines.
Assignment Feedback: Students will find grades and feedback for this assignment in
the gradebook.
Discussion Questions and Grading Rubric
Overall points are awarded based on the quality of the posts and the degree to which the submissions
contribute to class discussion. Students must show evidence of engagement throughout the discussion
and postings should reflect application of the assigned lesson materials.
Score Criteria
5 points Leaders are problem solvers. Nurses are leaders.
 Briefly describe your identified strengths from the Strengths-based leadership
assessment and attach the assessment to the discussion.
 Briefly describe the results of your EQ assessment.
 Identify briefly what you might do to begin to address the conclusion you are
assigned from the Future of Nursing report (see recommendation assignments
below based on the the first letter of your last name). How will you use
(apply)your identified strengths and emotional intelligence as you consider
ways to address the concern? There are no easy answers to the conclusions
presented, but change can only occur if we recognize there is a concern and
start considering how to begin to find ways to improve. You are asked only
to propose the most basic of a beginning step within your team, organization
or community. Keep your approach simple and concise, a first step only that
might utilize your strengths and emotional intelligence.
You must include evidence to support the approach you are taking.
 A leadership theory must be cited to support the plan you have
developed.
Why are you asked to do this? The purpose of this section of the discussion is to
take the information about your leadership strengths and emotional intelligence and
apply the results to an identified concern. Graduate study transitions from describing
a problem to applying the information to find effective solutions.
The Future of Nursing 2020 to 2030: Charting a Plan to Achieve Health Equity was
released in May 2021.
Based on the first letter of your last name:
Last name begins with A through C: Conclusion 9-1 (page 295 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with D through E: Conclusion 9-2 (page 295 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with F through H: Conclusion 9-3 (page 295 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with I through J: Conclusion 9-4 (page 296 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with K through M: Conclusion 9-5 (page 296 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with N through P Conclusion 10-1 (page 336 of the Future of
Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with Q through R: Conclusion 10-2 (page 337 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with S through T: Conclusion 10-3 (page 337 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
Last name begins with U through Z: Conclusion 10-4 (page 337 of the Future
of Nursing 2020 to 2030 report found in the required readings for Module 1).
2 Points Visionary leaders do not make change alone. What strengths from others do you
need to build a successful team? Any strength taken to excess can become a
weakness.
Reflect on how your strengths could potentially weaken your team’s success.
Refer to the assessment findings for guidance. How will you assure your strengths
do not weaken the team?
2 Points Critically analyze the evidence for emotional intelligence. Is emotional intelligence
a valid concept? Note: when you critically analyze a topic you will look at studies
that support and do not support findings related to emotional intelligence. This
section must include citations for the research you analyzed. Offer your opinion of
the value/meaning of emotional intelligence to leadership.
1.5
Points Discuss the results of your EQ assessment with friends, family, peers, supervisor and/or
your classmates.
 Do you and others agree with the findings? If yes, provide one or more
examples in support of findings.
If you or others do not agree, explain the reasoning and provide one or more
examples that counters the findings.
3 Points Substantial cross posts to a minimum of two (2) other students are required.
Cross post MUST be to students that addressed a different topic than you were
assigned based on the first initial of their last name. Do not write your cross post on
the same topic you addressed in your initial post. The cross posts provide new or
supplemental information to the original posting or raise additional areas for
discussion. New or additional peer reviewed references should be cited in each
cross post. The new or additional peer reviewed cross posts were not used in
your initial discussion or the initial discussion of the peer.
Peer Responses to Cross Posts:
Students demonstrate active engagement in the discussion by responding to cross
posts from their peers to their initial posting. References are not required if you are
responding to or acknowledging a peer’s cross post to your initial post. References
ARE required for the two required Cross Posts (see above).
1.5
Points
Scholarship: Student consistently follows the instructions located with this rubric
titled Strength-based Leadership Assessment Instructions. Instructions include an
expectation of an APA format, concise writing within the limits of the word count,
correct use of grammar and correct labeling of post and cross post. Headings and
the reference list are excluded from the word limit. There is not a minimum
number of references however scholarly work is expected with peer-reviewed
evidence used to support the discussion.

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