NURS-FPX4005 Nursing Leadership: Focusing on People, Processes, and Organizations

Assessment 1: Collaboration and Leadership Reflection Paper

Course and Assessment

Course: NURS-FPX4005 Nursing Leadership: Focusing on People, Processes, and Organizations (RN-to-BSN, FlexPath option)

Institution type: BSN completion or undergraduate nursing program (US, Canada, UK, Australia), leadership-focused course

Assessment label: Assessment 1 – Individual Written Assignment

Assessment type: Reflective leadership analysis paper based on an interprofessional collaboration experience

Length: 3 to 4 pages (approximately 1,000 to 1,400 words, excluding title page and references)

Weighting: Typically 20 to 25 percent of course grade

Submission format: Word-processed document, double-spaced, APA 7th edition style

Assessment Overview

Early in a leadership course, students must translate abstract leadership theories into concrete analysis of real teamwork situations. This assessment requires students to examine one interprofessional collaboration experience and evaluate how nursing leadership behaviours influenced people, processes, and patient outcomes.

The task uses a structured reflective format so that students can practise linking leadership styles such as transformational, transactional, or situational leadership to communication patterns, team dynamics, and organisational processes. The emphasis is on disciplined reflection, clear integration of leadership theory and practice, and development of actionable insights for improving future collaboration.

Learning Outcomes Assessed

Upon successful completion of this assessment, students will be able to:

Describe an interprofessional collaboration experience and identify the nurse’s leadership role.
Compare effective and ineffective leadership behaviours using recognised leadership theories and current evidence.
Analyse how leadership influences communication, psychological safety, and care processes in complex health care settings.
Propose leadership strategies to strengthen collaboration and improve patient outcomes.
Communicate in a clear and scholarly manner using APA 7th edition conventions.

Assessment Task

Step 1: Select an Interprofessional Collaboration Experience

Choose one real interprofessional collaboration situation that you have observed or participated in as a nurse or nursing student.

Suitable examples include:

Ward or unit handover involving multiple professional groups
Multidisciplinary case conference or discharge planning meeting
Rapid response or clinical escalation situation
Quality improvement or safety initiative involving interprofessional teamwork

The situation must be de-identified and described without any identifiable details.

Step 2: Describe the Situation and Leadership Context

In approximately one page:

Describe the setting, team members involved, and purpose of the interaction.
Clarify your role in the situation.
Identify formal and informal leaders.
Summarise the key outcomes of the interaction.

Step 3: Analyse Leadership Behaviours Using a Leadership Theory

In approximately 1 to 1.5 pages:

Select at least one leadership theory or style.
Identify specific leadership behaviours observed.
Map behaviours to the chosen leadership theory.
Analyse how leadership influenced communication, trust, and psychological safety.
Support analysis with at least two recent peer-reviewed sources.

Step 4: Evaluate the Impact on People, Processes, and Outcomes

In approximately one page:

Evaluate how leadership influenced:

People

Staff morale
Role clarity
Empowerment
Team relationships

Processes

Information flow
Decision-making
Escalation procedures
Follow-up actions

Outcomes

Timeliness of care
Patient satisfaction
Safety and quality indicators

Identify both positive impacts and limitations.

Step 5: Recommend Future Leadership Strategies

In approximately half to one page:

Propose at least three specific leadership strategies.
Justify each strategy using leadership theory and scholarly evidence.
Describe how you will apply one strategy in your own practice.

Step 6: Structure, Style, and Referencing

Structure:

Title page
Introduction with purpose statement
Scenario description
Leadership theory analysis
Impact evaluation
Recommendations
Conclusion
Reference list

Sources: Minimum of 3 to 5 recent peer-reviewed sources

Formatting: Double-spaced, standard margins, professional font

Assessment Rubric (Scoring Guide)

Criterion 1: Description of Scenario and Leadership Context (20%)

Evaluation focuses on clarity, contextual detail, and accurate identification of leadership roles.

Criterion 2: Application of Leadership Theory (25%)

Assessment examines how effectively theory is applied to observed behaviours.

Criterion 3: Evaluation of Impact (20%)

Focuses on analysis of people, processes, and outcomes.

Criterion 4: Use of Evidence (20%)

Measures integration and critical use of scholarly sources.

Criterion 5: Recommendations and Reflection (10%)

Assesses feasibility, theoretical grounding, and personal insight.

Criterion 6: Academic Writing and Referencing (5%)

Evaluates clarity, organisation, and APA accuracy.

Effective nursing leadership is closely associated with improved team functioning, communication quality, and patient safety outcomes. Research consistently demonstrates that leadership approaches grounded in relational and transformational principles promote psychological safety, which enables team members to speak openly about concerns and participate in collaborative problem solving. These conditions contribute to more efficient decision making, reduced errors, and stronger organisational learning cultures (Liu, Aungsuroch, & Yunibhand, 2022). As a result, reflective analysis of leadership behaviours within interprofessional settings is an essential competency for developing nurses who can contribute meaningfully to high-reliability health care systems.

One discharge planning meeting on a medical ward illustrated how transformational leadership can strengthen interprofessional collaboration. The charge nurse began by articulating a shared goal focused on safe discharge and invited each discipline to contribute. This approach encouraged open communication and helped the team reach a realistic plan. However, clearer closing summaries would improve accountability and follow-through.

Peer-Reviewed and Professional References

Costa, P., Alves, R., Fernandes, S. & Martins, J., 2025, Leadership development in undergraduate nursing students: A scoping review, International Journal of Nursing Studies, vol. 145, 104623.

Liu, Y., Aungsuroch, Y. & Yunibhand, J., 2022, Transformational leadership and its relationship with nurse outcomes and organisational performance: A systematic review, Journal of Nursing Management, vol. 30, no. 3, pp. 645–656.

Mekonnen, A. & Bayissa, Z., 2023, Transactional and transformational leadership styles among nurse managers, BMC Nursing, vol. 22, no. 1, 214.

Shen, Y. & Tucker, S., 2024, Developing nurse leaders through mentorship programmes, Journal of Clinical Nursing, vol. 33, nos. 5–6, pp. 1021–1034.

American Association of Colleges of Nursing, 2021, The Essentials: Core Competencies for Professional Nursing Education, AACN.

Boamah, S.A., Spence Laschinger, H.K., Wong, C. & Clarke, S., 2018, Effect of transformational leadership on job satisfaction and patient safety outcomes, Journal of Advanced Nursing, vol. 74, no. 4, pp. 846–857.