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NUR 605 Week 2 Assignment 1: Annotated Bibliography—Nursing and Leadership Styles NUR 605 Week 2 Assignment 1: Annotated Bibliography—Nursing and Leadership Styles NUR 605 Week 2 Assignment 1: Annotated Bibliography—Nursing and Leadership Styles Annotated Bibliography There are many challenges today in healthcare, and sometimes it’s the nursing staff that take the pressure for everything going on. Leadership styles in this field can at times be tricky, producing positive or negative outcomes. The purpose of this annotated bibliography is to critically analyze three scholarly articles in areas of nursing leadership styles. Article 1: Poels, J., Verschueren, M., Milisen, K., & Vlaeyen, E. (2020). Leadership styles and leadership outcomes in nursing homes: A cross-sectional analysis. BMC Health Services Research, 20(1). doi:10.1186/s12913-020-05854-7 The purpose of this study was to explore leadership styles and leadership outcomes of head nurses and DONs in nursing homes, to determine how leadership, and what kind of leadership style influences staff retention and job satisfaction.  A cross-sectional analysis was done using staff in 6 nursing homes as samples. All participants had to read and write Dutch. Two levels of leadership were examined: the head nurses were level one level and two were the DONs. Overall, head nurses scored lower on transactional leadership and high on passive avoidant leadership. Head nurses scored lower on all leadership outcomes. DONs on the other hand scored higher on passive avoidant leadership and lower on idealized influence attributed and individual consideration. This article was written to explore what leadership styles are used in nursing home facilities and how they affected the followers in those facilities. The authors were employees of the Department of public health and Primary Care in Belgium. They also received authorization from the Medical Ethics committee, that allowed them to conduct this study. This study was done to educate the public and organizations to be specific, on what styles of leadership there were, and their effect on the followers. The authors were trying to prove that there was a need to invest in leadership development. Results had shown that both head nurses and DONs had scored high on the passive-avoidant style. There were limitations to this study which included the European Reference scores (ERS) that MLQ-5X used, were meant to tally top level leaders, like executives. The samples sizes were not the same either. Additionally, due to the size of the sample, the results could not be compared to each other hence limiting subgroup analysis. The nursing home survey concluded that passive avoidant style was mostly used by the head nurses and DONs. This style is known not to produce any positive feedback. In health care facilities, we need leadership that will positively affect its followers, leading to job satisfaction and employment longevity.  There is always an opportunity to learn in healthcare, therefore training people on leadership could bring about an improvement on how head nurses and DONs lead and communicate with their followers will start to be evident, hence increasing job satisfaction, creating better relationships between the leaders and the followers and better overall quality of the facilities. As a nurse practitioner in training, this was an eye opener to how nursing home leaders lead their staff. So I will try to stay away from being a passive avoidant leader, and choose to be better, like Democratic or authoritarian if I really should. Article 2: Asamani, J. A., Naab, F., & Ofei, A. M. (2016). Leadership styles in nursing management: Implications for staff outcomes. Journal of Health Sciences, 6(1), 23-36. doi:10.17532/jhsci.2016.266 The authors conducted a study on the leadership styles of nurse managers and their influence on nursing job satisfaction and intentions to stay at the current workplaces. The authors argued that it’s the role of nurse managers to retain their staff once hired, of which their leadership styles are key determinants. A cross-sectional survey using the quantitative approach was used. 5 hospitals in the Eastern part of Ghana were surveyed.  The sample size was 275 participants. A reliability test was conducted on 15 nurses that were not part of the actual survey to test the accuracy of this instrument that was to be used. A Cronbach’s alpha coefficient of the reliability was at the time determined too. It was concluded that job satisfaction was moderate, while higher satisfaction of staff relationship with the nurse managers scored higher. A conclusion was drawn that all types of leadership styles have different expectation for feedback, and that there is no one style that solves all problems. Asamani et al., was a Human Resource director at the Ghana Health Service and obtained a license to carry out this study from the university of Sarajevo. Approval for this study was given by University of Ghana Ethics Committee for Humanities. The author was trying to bring awareness to the healthcare system on how leadership styles can affect job satisfaction and whether the staff stay on these jobs or not. Weaknesses that were noted included that fact that senior grade participants were a lot more than the young nurses, meaning that the nursing department needed to start preparing these young nurses for leadership. Also noted was that nurses were not satisfied with their jobs. And lastly, there was a gender bias noted, with more women than men in the healthcare field. Overall leadership should be introduced to all nurses in preparation for when they became ready to take over the role. Having only NUR 605 Week 2 Assignment 1 Annotated Bibliography—Nursing and Leadership Styles older leaders prevents to younger generation from learning and acquiring those leadership skills, hence their inability to lead when asked to. As a nurse leader, I would have to encourage the younger nurses to cease the opportunity when it presents itself. And also, not to be biased. Today, we are seeing more male nurses in the health care field, so I would remember to treat everyone fairly and equally. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 605 Week 2 Assignment 1: Annotated Bibliography—Nursing and Leadership Styles Article 3: Giddens, J. (2018). Transformational leadership: What every nursing dean should know. Journal of Professional Nursing,34(2), 117-121. doi:10.1016/j.profnurs.2017.10.004 Transformational leadership (TFL) is one kind of leadership that has been taking over organization. It is believed that such leaders motivate, inspire and stimulate their followers. The purpose of this article was to define and clarify TFL, present general findings from the literature about the benefits and challenges of this leadership style, discuss TFL in the context of academic nursing. Originating from a concept by James MacGregor Burns, TFL was eventually conceptualized by Bernard Bass. Research on this leadership style started with the military and went on to government, academic institutions, health care. Of the most recent survey that had been done in 2016, 224 nurses had rated their nurse managers, using the Transformational Leadership Behavior Inventory. The results revealed that a positive predictive relationship between this style and a work engagement among the nurses. 253 healthcare managers were also surveyed, and employee motivation was noted. The author was a registered nurse with a PhD, who also happened to be a Dean and a professor at the Virginia Commonwealth University in Richmond, Virginia. So, for her to carry out this study, she must have been exposed to what the leadership styles were, and how they applied to the academic division. One of the limitations that were met was the self-reporting, instead of actual reporting through practice. There are many leadership styles, with each used to solve its own problems. There is no one style that solves all other problems. In this case, as a leader, I will give all the styles a chance, as I learn how and when they work best. Because, sometimes, I might need to use them, and it would be a good thing if I already know what the styles are all about, and how to use them to bring about positive feedback.   Week 2 Assignment 1: Annotated Bibliography—Nursing and Leadership Styles Value: 100 points Due: Day 7 Grading Category: Annotated Bibliography Assignments Introduction Read at least three scholarly articles on nursing and leadership styles. Summarize and critically analyze each article separately (250–300 words for each article’s annotated bibliography). For each article, determine the following: Comprehension: Select a scholarly research or other article on the assigned topic and introduce the article in your own words. Application: Apply the research findings or article content to course concepts. Analysis: Provide objective and subjective analysis of the article. Evaluation: Summarize the value of the content to nursing leadership and nursing. Please refer to the Grading Rubric for details on how this activity will be graded. To Submit Your Assignment: Select the Add Submissions button. Drag or upload your file to the File Picker. Select Save Changes. Annotated Bibliography Rubric Note: An appropriate scholarly resource for this assignment is a current (within five years) evidence-based practice article from a peer-reviewed journal. Review assignment instructions for any additional requirements such as number of annotations to include. Annotated Bibliography Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Identifies Relevant Sources Selected articles: Relate directly to the topic and report results of empirical research studies conducted by the authors. 15 points Relate directly to the topic and include two original research studies. 13 points May or may not relate directly to the topic and include only one original research study. 11 points Do not clearly relate to the topic and do not include original research. 10 points 15 Annotation summarizes the article’s Purpose Point or argument Each annotation: Summarizes in the student’s own words—the purpose of the study, sample description, tool(s) used, significant findings, and point or argument that the author is trying to make. 20 points Summarizes in the student’s own words—the purpose of the article and point or argument that the author is trying to make. 17 points Summarizes the purpose of the article with reliance on quotations. 15 points Summarizes the article with reliance on quotations and without a clear identification of purpose. 13 points 20 Annotation analyzes quality of each article’s Author credentials and authority Level of writing Intended audience Legitimacy of content Limitations/ weaknesses Each annotation: Provides relevant detail to analyze each component of criteria. 20 points Analyzes each component of criteria but may miss relevant detail for one area. 17 points Misses relevant detail or two areas of identified criteria. 15 points Misses three or more areas of identified criteria. 13 points 20 Annotation evaluates value of each article to Assignment objectives Course objectives Nursing in general Each annotation: Evaluates the usefulness or value of the article’s content by aligning significant findings or results to assignment and course objectives, and nursing in general. 25 points Evaluates the usefulness or value of the articles content to assignment and course objectives, and nursing in general. 22 points Misses one or two components of evaluation. 19 points Misses three or more components of evaluation. 17 points 25 Organization: Concise Logical Each annotation: Evaluates each article in a concise, logical flow of ideas, and is without repetition. 10 points Evaluates two articles with a logical flow of ideas and is without repetition. 8 points Evaluates a single article with errors in flow of ideas. 7 points Evaluates a single article with errors in flow of ideas significantly distracting from content. 6 points 10 APA Reference: Components Punctuation Capitalization Italics Spacing Each reference: Meets all format criteria. 5 points Has one consistent format error. 4 points Has two consistent format errors. 3 points Has more than two format errors. 2 points 5 Grammar and Spelling Each annotation: Avoids awkward transitions, overuse of conjunctions, spelling, word-usage, or punctuation errors. 5 points Has less than two grammar, word-usage, spelling, or punctuation errors. 4 points Has three or more grammar, spelling, word-usage, or punctuation errors. 3 points Has grammar, spelling, word-usage, and punctuation errors that significantly distract from content. 2 points 5 Total Points 100 Order Now