NSG 4029 Week 1 Project Time Management
South University NSG 4029 Week 1 Project Time Management-Step-By-Step Guide
This guide will demonstrate how to complete the South University NSG 4029 Week 1 Project Time Management assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NSG 4029 Week 1 Project Time Management
Whether one passes or fails an academic assignment such as the South University NSG 4029 Week 1 Project Time Management depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NSG 4029 Week 1 Project Time Management
The introduction for the South University NSG 4029 Week 1 Project Time Management is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NSG 4029 Week 1 Project Time Management
After the introduction, move into the main part of the NSG 4029 Week 1 Project Time Management assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NSG 4029 Week 1 Project Time Management
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NSG 4029 Week 1 Project Time Management
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Personal Leadership Assessment
Leaders in healthcare need to capitalize on the diversity of the profession so as to effectively deploy available resources to meet patient needs, enhance quality and promote safety. However, healthcare leaders can only attain these goals when they are effective leaders. Being an effective leader in health care implies that one is self-aware about their strengths and weaknesses. In his article, Gavin (2019) observes that building self-awareness and understanding one’s tendencies and drivers of motivation allows a leader to unlock their potential and the team’s capabilities to attain set goals. Self-assessment allows leaders to enhance their self-awareness and understand both their strengths and weaknesses. The purpose of this paper is to identify personal leadership styles, theories, and skills that can impact patient outcomes (positively or negatively) by conducting a self-assessment, applying concepts learned and Quality Safety Education for Nurses (QSEN) principle.
The first strength of the leadership theory is that there is follower inclusivity wh
ereby, once the employees see the leader’s dedication, they will follow them. There is the discouragement of unproductive behavior (Burkus, 2020). When the leader serves the employees well, they, in turn, offer customer satisfaction. Secondly, there is a positive work environment as the leader supports and builds a shared goal (Whitney, 2018). Another strength is that servant leadership helps boost morale in an organization. Contrarily, there are weaknesses to the theory; the first weakness is that it is challenging to explain and communicate the concept of servant leadership (Burkus, 2020). The next one is that retaining servant leaders in the healthcare system is challenging and time-consuming. Another weakness is that followers view servant leaders as weak; therefore, it may be hard to heed their rules (Burkus, 2020). Servant leadership is hard to achieve as it requires an individual with high authenticity levels.
Self-Assessment to Identify Strengths and Weaknesses of Personal Leadership Skills
Self-assessment of a leader is essential, especially in healthcare, where nurse leaders deal and interact with different stakeholders and players. Leaders can assess their strengths and areas that need improvement using a host of tools or techniques like reflective journaling technique to 360-degree feedback surveys and tests like Myer-Briggs and emotional intelligence assessment (Gavin, 2019). Leaders should have emotional intelligence to understand their subordinates in their areas of expertise and use effective leadership theories to fulfill their roles. Tools like leadership blind-spot assessment survey are ideal for leaders that seek to not just understand themselves but also their influence on those around them.
Effective leaders have five qualities that include cognitive abilities, competence, stability, motivation and emotional intelligence. Based on the self-assessment test by Galford Maruca survey tool, my leadership strengths include being an advocate, a people’s mover implying that I am concerned about my subordinates and can spot their talent, help them build their careers, motivate them and being a parent and nurturer. As a truth seeker, my strengths include being fair, possessing good judgment, focusing on people and seeking neutrality and being objective. As a creative builder, I am visionary and provide guidance since I possess experience, information and expertise (Galford & Maruca, n.d). The implication is that as leaders in health care should possess attributes that endure them to subordinates and allow them to offer inspiration, especially in health care for better patient care delivery and quality outcomes.
Conversely, areas that need improvement include being effective in communicating, enhancing personal attributes like interpersonal interactions, and improving collaboration as healthcare sector requires different professionals working together in multidisciplinary and inter-professional collaboration n teams. Self-awareness, situational awareness and effective negotiation skills and cultural competence are essential attributes of effective healthcare leaders. Therefore, as a leader, I should improve by intercultural sensitivity skills to enhance care provision.
Leadership Theory
Effective leaders have characteristics and attributes that align with certain theoretical perspectives. For instance, competent leaders are hardworking and serve as role models for their subordinates. They also inspire their team and focus on achieving set objectives (Alilyyani et al., 2018). Therefore, the leadership theories that align with my personal leadership assessment are relationship theories and behavioral leadership theory. According to relationship theory of leadership, effective leaders are transformational and motivate and inspire their subordinates to enhance productivity and achieve their goals. The personal leadership assessment demonstrates that relationship-focused leaders are concerned about their interactions with others and are mentors for their employees. These leaders’ focus is to make work enjoyable for many employees and fostering of a positive work environment.
Behavioral theory in leadership advances that great leaders are made and not born as they learn attributes and skills that make them effective. Based on behaviorism, this theory focuses on a leader’s actions and not the mental qualities or internal status. The theory asserts that individuals can learn to become leaders by teaching and observation. As demonstrated through the personal assessment, effective leaders are people-oriented and help to nurture the subordinates so that they can also assume leadership roles and perform in their duties and responsibilities.
Quality Safety Education for Nurses (QSEN) Principles
The Quality Safety Education for Nurses (QSEN) is an essential component of enhancing nursing profession with the aim of aligning nursing education and best practices in quality and safety standards. QSEN addresses the need to prepare nurses with the necessary competencies to continuously improve the quality and safety of health care systems where they work for better care and quality outcomes. The initiative implores nurses to possess specific competencies to attain patient quality and safety standards and improve them through advanced education, learning, experience and use of scientific evidence in care practice (Bleich et al., 2020). According to the American Nurses Association, there are six QSEN competencies. These include patient-centered care, evidence-based practice, teamwork and collaboration, safety, informatics, and quality improvement.
The leadership assessment illustrates the need to work in teams and create a collaborative approach to nursing care. Therefore, two QSEN competencies that my leadership attributes align with are teamwork and collaboration and quality improvement. The American Nurses Association is categorical that QSEN competencies are not only applicable to individual treatment but represent areas where nurses should think about improvements of systems and use of collaborative teams to enhance quality of care (Gigliotti, 2019). System thinking allows nurse leaders to engage subordinates and other professionals and leaders to develop mechanisms that will allow them to work together and focus on one common goal.
Difference Between Leadership and Management
Leadership and management are related but different. Most leaders are managers but not all managers are leaders. Leadership is about dealing with people and focusing on attainment of long term goals. management focuses on maintaining the status quos that include polices and completion of short term goals. Managers seek to attain maximum benefits from people by setting systems that should be followed (Lovett & Robertson, 2017). However, leaders inspire people to enhance their situations and attain their goals. managers use their positions to influence individuals to follow rules in the workplace but leaders utilize their personal power to influence change. Leaders seek change for the benefit of the majority while managers are concerned more about stability and maintenance of status quo.
Suggestion in Applying Concepts with Workplace
One concept that can be applied in the workplace is leadership theory and style based on personal assessment. The leadership theories of relationship and behavior are important in the workplace as they demonstrate that leaders should focus on people and learn ways to be effective and better to enhance productivity and performance (Gigliotti, 019). Nurse leaders should focus on enhancing their interactions with nurses and other professionals in health care for better and effective care delivery.
NSG 4029 Week 1 Project Time Management Conclusion
The need for personal assessment is essential for nurse leaders to understand their strengths and areas that need improvement. The personal assessment reveals that while I possess certain strengths, there are areas that need improvement. More fundamentally, leadership style affects interactions with other nurses and attainment of frameworks like Quality Safety Education for Nurses (QSEN) competencies to improve quality care and patient safety. The implication is that nurse leaders should distinguish leadership from management and apply learned concepts in the workplace to improve safety and quality.
NSG 4029 Week 1 Project Time Management References
Alilyyani, B., Wong, C. A., & Cummings, G. (2018). Antecedents, mediators, and outcomes of
authentic leadership in healthcare: A systematic review. International journal of nursing studies, 83, 34-64.
Bleich, M. R., Altmiller, G., & Jun, D. (2020). QSEN transcends cultures: Leadership lessons
learned from a global experience. The Journal of Continuing Education in Nursing, 51(1), 9-11.
Galford, R M. & Maruca, R. F. (n.d.). The Leadership Legacy Assessment: Identifying Your
Instinctive Leadership Style. http://www.yourleadershiplegacy.com/
Gavin, M. (2019). Leadership Self-Assessment: How Effective Are You? Harvard Business
School Online. https://online.hbs.edu/blog/post/leadership-self-assessment
Gigliotti, R. A. (2019). Oriented toward Development: Using the Leadership Competencies
Scorecard for Leadership Coaching Conversations and Self-Assessment. In Competencies for Effective Leadership. Emerald Publishing Limited.
Lovett, S., & Robertson, J. (2017). Coaching using a leadership self-assessment tool. Leading
and Managing, 23(1), 42-53.
| Times
|
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | Sunday |
| 12 a.m.–1 a.m.
|
sleep | sleep | sleep | sleep | sleep | sleep | sleep |
| 1 a.m.–2 a.m.
|
sleep | sleep | sleep | sleep | sleep | sleep | sleep |
| 2 a.m.–3 a.m.
|
sleep | sleep | sleep | sleep | sleep | sleep | sleep |
| 3 a.m.–4 a.m.
|
sleep | sleep | sleep | sleep | sleep | sleep | sleep |
| 4 a.m.–5 a.m.
|
Study time | Personal time | Study time | Personal time | Study time | Sleep | Sleep |
| 5 a.m.–6 a.m.
|
Study time | Study time | Study time | Personal time | Personal time | Sleep | Sleep |
| 6 a.m.–7 a.m.
|
Personal time | Engagement with Course materials | Personal time | Personal time | Personal time | Personal time | Personal time |
| 7 a.m.–8 a.m.
|
Personal time | Engagement with Course material | Engagement with Course material | Engagement with Course material | Engagement with Course material | Personal time | Personal time |
| 8 a.m.–9 a.m.
|
Work | Work | Work | Work | Work | Work | Work |
| 9 a.m.–10 a.m.
|
Work | Work | Work | Work | Work | Work | Personal time |
| 10 a.m.–11 a.m.
|
Work | Work | Work | Work | Work | Work | Personal time |
| 11 a.m.–12 p.m.
|
Work | Work | Work | Work | Work | Work | Personal time |
| 1 p.m.–2 p.m.
|
Work | Work | Work | Work | Work | Work | Personal time |
| 2 p.m.–3 p.m.
|
Week 3 readings | Engagement with course materials | Assignments | Assignments | Assignments | Family time | Family time |
| 3 p.m.–4 p.m.
|
Assignment | Class activities | Week 3 readings | Week 3 readings | Engagement with course materials | Family Time | Family time |
| 4 p.m.–5 p.m.
|
Study time | Study time | Assignments | Study time | Assignments | Family Time | Family time |
| 5 p.m.–6 p.m.
|
Work | Work | Study time | Engagement with course materials | Week activities | Family time | Family time |
| 6 p.m.–7 p.m.
|
Friends time | Friends time | Friends time | Friends time | Friends time | Friends time | Friends time |
| 7 p.m.–8 p.m.
|
Family time | Family time | Family time | Family time | Family time | Personal time | Family time |
| 8 p.m.–9 p.m.
|
Family time | Family time | Personal time | Personal time | Personal time | Family time | Family time |
| 9 p.m.–10 p.m.
|
Personal time | Personal time | Family time | Family time | Family time | Family time | personal |
| 10 p.m.–11 p.m.
|
sleep | Sleep | sleep | sleep | sleep | sleep | sleep |
| 11 p.m.–12 a.m.
|
sleep | sleep | sleep | sleep | sleep | sleep | sleep |
Adequate study time is required for the accomplishment of all the set goals. As such, it is important to make appropriate arrangements to ensure that some extra time is created to help boost study time. One of the strategies I would use is to take some time from the sleeping hours. For example, waking up an hour earlier or sleeping an hour later than the current time. This would add more time for studying. I will also create some more time from the weekend hours and convert them to study hours.