NURS-FPX4010 Assessment 1
Collaboration and Leadership Reflection Video
Capella University — BSN FlexPath | Leading People, Processes, and Organizations in Interprofessional Practice | 2025–2026
Assessment Overview
As a registered nurse in today’s complex healthcare environment, your ability to lead and collaborate across professional disciplines is not optional — it is a core clinical and organisational competency. In this first assessment for NURS-FPX4010, you will draw directly from your own professional experience to examine what effective and ineffective interprofessional collaboration looks like in practice, how leadership shapes team performance, and what the evidence base says about getting collaboration right.
Rather than writing a traditional paper, you will record a Kaltura video reflection of 5 to 10 minutes. The video format is intentional. Communicating clearly, professionally, and with evidence-backed reasoning in spoken form is a leadership skill that mirrors the real-world expectation that nurse leaders can present to multidisciplinary teams, administrators, and stakeholders — not just produce written reports.
Your video will be both reflective and research-informed. You will anchor your personal clinical experience in peer-reviewed literature, and you will use that combination to identify and advocate for specific leadership strategies and interprofessional collaboration practices that can improve outcomes at the team and organisational level. The content you develop here also creates a foundation for Assessments 2, 3, and 4 in this course, so the interdisciplinary issue or clinical context you reflect on in this video should be one you can continue to build on throughout the term.
Assessment Scenario
Your Role
As part of an initiative to build effective collaboration at a site where you work as a nurse, you have been asked to complete the following:
- Reflect on an interprofessional collaborative project from your current or former practice setting
- Examine what happened during the collaboration — both what worked and what fell short
- Identify positive aspects and areas for improvement with specificity
- Research best-practice evidence for interprofessional collaboration and leadership
Assessment Instructions
Record a 5- to 10-minute Kaltura video in which you address all four of the following required content areas. Your video must be clearly spoken, well-lit, and professionally presented. You do not need a formal script, but you should prepare and practise sufficiently so that your delivery is organised, your points are developed, and you cite authors from the literature naturally throughout your presentation. A written reference list must accompany the submitted video and be included in the submission text box.
Required Content Area 1 — Interprofessional Collaboration Reflection
Reflect on a specific interprofessional collaborative experience from your clinical practice. Your reflection must address the following:
- Describe the collaborative experience concisely — what was the setting, who was involved, and what was the shared goal?
- Identify specific ways in which the collaboration was successful in achieving desired patient or organisational outcomes
- Identify specific ways in which the collaboration was unsuccessful or fell short of its intended outcomes
- Be analytical rather than purely descriptive — explain why certain elements succeeded or failed, not just what happened
This section maps to Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Required Content Area 2 — Impact of Poor Collaboration on Human and Financial Resources
Drawing on peer-reviewed evidence from the literature, identify and explain how poor collaboration leads to inefficient management of both human and financial resources. Your response must:
- Define the specific inefficiencies that poor collaboration creates — not just in general terms, but with reference to workforce, staffing, costs, or patient throughput
- Support your points with at least one peer-reviewed source, citing the author(s) by name and year during your video
- Connect the evidence back to the collaborative experience you reflected on in Content Area 1 where applicable
This section maps to Competency 1: Explain strategies for managing human and financial resources to promote organisational health.
Required Content Area 3 — Best-Practice Leadership Strategies
Identify and discuss at least one best-practice leadership strategy from the peer-reviewed literature that would improve an interdisciplinary team’s ability to achieve its goals. Address the following:
- Name the specific leadership approach or strategy (e.g., transformational leadership, shared governance, servant leadership, situational leadership)
- Explain what it involves and why it is suited to interprofessional team settings
- Explain how applying this strategy to your reflected experience would have improved collaboration and outcomes
- Cite at least one author from the literature to support this content area
This section maps to Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organisational goals.
Required Content Area 4 — Best-Practice Interdisciplinary Collaboration Strategies
Identify and discuss at least one best-practice interdisciplinary collaboration strategy from the literature that helps teams achieve their goals and work more effectively together. Your content must:
- Identify the specific strategy (e.g., interprofessional education, TeamSTEPPS framework, structured communication tools like SBAR, simulation-based training, shared decision-making)
- Explain how the strategy works and what evidence supports its effectiveness
- Apply the strategy to the context of your reflected collaborative experience
- Cite at least one author from the literature in this section
This section also maps to Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes.
Video Recording and Submission Requirements
Video Technical Requirements
- Platform: Record using Kaltura, accessible through your Capella courseroom
- Length: Minimum 5 minutes; maximum 10 minutes
- Audio: Clear, audible speech with no significant background noise
- Lighting: Well-lit environment — face should be clearly visible if recording with a camera
- Presentation style: Professional and conversational; you may use notes but should not read from a script word-for-word
- Slides (optional): You may use a simple slide deck to organise your content, but this is not required
Written Reference List Requirements
- Submit a complete APA 7th edition reference list alongside the video in the submission text box
- A minimum of three (3) peer-reviewed journal articles must be cited — all published within the last five years
- References must exhibit nearly flawless adherence to APA 7th edition format including DOI links where available
- All sources cited verbally in the video must appear in the written reference list
Capella APA and Presentation Resources
- Refer to the Collaboration and Leadership Reflection Video [PDF] supplement in your courseroom for the Vila Health scenario background details
- Use Capella Library databases (CINAHL Complete, PubMed Central, ProQuest Nursing & Allied Health) to locate peer-reviewed sources
- Consult the Capella Writing Center for APA 7th edition reference formatting guidance before submitting your reference list
Competencies Assessed
This assessment maps directly to the following NURS-FPX4010 course competencies:
- Competency 1: Explain strategies for managing human and financial resources to promote organisational health — addressed through the discussion of how poor collaboration creates resource inefficiencies, supported by literature
- Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes — addressed through both the personal reflection and the identification of best-practice collaboration strategies
- Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organisational goals — addressed through the identification and application of best-practice leadership strategies from the literature
- Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes — assessed through the quality, clarity, and professional presentation of the video, and the accuracy of APA-formatted references
Scoring Rubric — NURS-FPX4010 Assessment 1
Each criterion below aligns with a course competency and is assessed at one of four performance levels: Distinguished, Proficient, Basic, or Non-Performance. You must achieve at minimum a Proficient rating on all criteria to pass this assessment. Resubmission without penalty is available within your FlexPath subscription term.
| Criterion / Competency | Distinguished (100%) | Proficient (85%) | Basic (75%) | Non-Performance (0%) |
|---|---|---|---|---|
| Competency 1: Identify how poor collaboration results in inefficient management of human and financial resources, supported by evidence from the literature | Clearly and specifically identifies how poor collaboration creates measurable inefficiencies in both human and financial resource management. Evidence is current (within 5 years), peer-reviewed, and directly applied to the reflective scenario. The connection between the literature and the described experience is explicit and analytically developed. | Identifies how poor collaboration affects human and financial resources with peer-reviewed support. The relationship between evidence and the described scenario is present and logical. Minor gaps in specificity or literature integration may exist but do not undermine the overall argument. | Addresses poor collaboration and resource management but does so in general terms. Peer-reviewed evidence is present but not directly applied to the reflective context, or the source cited falls outside the five-year currency window. The connection between collaboration and resource impacts is surface-level. | Does not address the impact of poor collaboration on human or financial resources, or does so without peer-reviewed support. The discussion of resource management is absent, irrelevant, or entirely anecdotal. |
| Competency 2a: Reflect on an interdisciplinary collaboration experience, noting ways it was successful and unsuccessful in achieving desired outcomes | Provides a detailed, analytically rich reflection on a specific interprofessional collaborative experience. Clearly identifies what worked and what did not, with specific reference to team dynamics, communication patterns, or outcome data. Reflection demonstrates genuine self-awareness and professional insight, moving beyond description into critical analysis. | Reflects on a specific interprofessional collaborative experience and identifies both successful and unsuccessful elements. The reflection is honest and grounded in clinical experience. Some elements may be more descriptive than analytical, but the overall reflection is substantive and professionally relevant. | Reflection is present but may describe only one side of the experience (either success or failure, not both), or may be too vague to convey the complexity of the collaboration. The experience may not clearly be interprofessional in nature. | No meaningful reflection on an interprofessional collaborative experience is offered, or the content described does not relate to professional nursing practice or interdisciplinary teamwork. |
| Competency 2b: Identify best-practice interdisciplinary collaboration strategies to help a team achieve its goals and work more effectively together | Identifies at least one specific, evidence-based interdisciplinary collaboration strategy from the peer-reviewed literature. Explains the strategy clearly, provides evidence of its effectiveness, and directly applies it to the collaborative experience reflected upon. Citation of at least one author by name and year is present in the video. | Identifies at least one best-practice collaboration strategy supported by a peer-reviewed source. The strategy is described and applied to the relevant context with reasonable specificity. Citation of the source is present within the video, though the application may lack some depth. | A collaboration strategy is mentioned but is drawn from a non-peer-reviewed source, or the strategy is described without adequate application to the reflective scenario. The in-video citation may be missing or incomplete. | No collaboration strategy is identified, or the content presented is based entirely on personal opinion without literature support. No peer-reviewed source is cited in this section. |
| Competency 4: Identify best-practice leadership strategies from the literature that would improve an interdisciplinary team’s ability to achieve its goals | Identifies at least one specific leadership approach by name, explains the theoretical basis or evidence for its effectiveness, and applies it convincingly to the described collaborative context. The leadership strategy is matched to the specific challenges identified in the reflection. At least one author is cited by name and year within the video. | Identifies a best-practice leadership strategy with peer-reviewed support. The strategy is named and applied to the reflective scenario at a level that is clear and professionally appropriate. Citation of the source is present, with minor gaps in application depth. | A leadership strategy is mentioned but may not be clearly named or distinguished from general management advice. Peer-reviewed support is present but may not be from the nursing or healthcare leadership literature. Application to the reflective scenario is limited. | No leadership strategy is identified from the literature, or the video discusses leadership in purely anecdotal terms without reference to evidence. No peer-reviewed citation is offered in this section. |
| Competency 5: Communicate via video with clear sound and light; reference list from relevant, evidence-based sources with nearly flawless APA format (within 5 years) | Video is professionally presented with clear audio, adequate lighting, and coherent organisation throughout. The presentation is fluent and demonstrates confidence in the material. The written reference list contains three or more peer-reviewed sources, all published within the last five years, formatted in nearly flawless APA 7th edition style with correct hanging indents, DOI links, and alphabetical order. | Video is audible and sufficiently lit, with content that is organised and easy to follow. Minor technical issues (brief audio drop, slight background noise) do not significantly impede comprehension. The reference list contains at least three peer-reviewed sources within the five-year window, formatted in APA 7th edition with only minor errors (e.g., one missing DOI, inconsistent italics). | Video has noticeable technical issues — poor lighting, low audio quality, or disorganised delivery — that impede comprehension at points. The reference list contains fewer than three sources, includes sources outside the five-year window, or contains repeated APA formatting errors across entries. | Video is not submitted, is largely inaudible or unviewable, or the content bears no relation to the assessment requirements. The reference list is absent, contains no peer-reviewed sources, or is formatted in a non-APA style entirely. |
FlexPath Grading Note: NURS-FPX4010 uses competency-based evaluation. This assessment is rated Distinguished, Proficient, Basic, or Non-Performance per criterion. A minimum Proficient rating on all criteria is required to pass. You may resubmit as many times as needed within your subscription term — there is no grade penalty for resubmissions, only for failing to reach Proficient across all criteria before the session ends.
NURS-FPX4010 Assessment 1: Collaboration and Leadership Reflection Video
Registered nurses who have worked through a failed interdisciplinary transition — whether an EHR rollout, a care pathway redesign, or a departmental restructuring — carry experiential knowledge that is often more instructive than any textbook case study. In my reflection on a nurse-led sepsis protocol implementation at a community hospital, the collaboration began with genuine commitment from the attending physicians and charge nurses but broke down when pharmacy, respiratory therapy, and night-shift staff were excluded from the planning meetings, leaving a significant implementation gap that delayed protocol adoption by over six weeks. Poor collaboration in that situation created direct human resource inefficiency: charge nurses spent an estimated 40 additional minutes per shift troubleshooting protocol confusion, while agency staff had to be brought in to cover for the experienced nurses who called out during the chaotic transition period. According to Pun et al. (2020, BMJ Open), communication failures within healthcare teams are independently associated with increased nurse burnout, patient safety events, and avoidable costs — all three of which were evident in the case I described. Applying transformational leadership principles, particularly the dimension of individualised consideration in which the leader attends to each team member’s capacity and role in the change process, would have ensured that night-shift staff and allied health professionals were engaged as stakeholders from the outset rather than recipients of a plan they had no voice in shaping. The TeamSTEPPS framework, with its structured communication tools and shared mental model training, offers a replicable collaboration strategy that could have bridged the communication breakdown between disciplines and made the protocol transition not just faster, but safer.
Peer-Reviewed References (APA 7th Edition Format)
The following five references are real, verifiable, and directly relevant to NURS-FPX4010 Assessment 1. All are peer-reviewed and published between 2019 and 2024. These may be used as model APA entries or as actual sources depending on your chosen scenario and topic focus.
- Bendowska, A. & Baum, E. (2023). The significance of cooperation in interdisciplinary health care teams as perceived by Polish medical students. International Journal of Environmental Research and Public Health, 20(2), 954. https://doi.org/10.3390/ijerph20020954
- Bergstedt, K. & Wei, H. (2020). Leadership strategies to promote frontline nursing staff engagement. Nursing Management, 51(2), 48–53. https://doi.org/10.1097/01.NUMA.0000651204.15526.df
- Pun, J.K.H., Matthiessen, C.M.I.M., Murray, K.A. & Slade, D. (2020). Factors affecting communication in emergency departments: Doctors and nurses’ perceptions of communication lapses. BMJ Open, 10(e040299). https://doi.org/10.1136/bmjopen-2020-040299
- Reeves, S., Pelone, F., Harrison, R., Goldman, J. & Zwarenstein, M. (2022). Interprofessional collaboration to improve professional practice and healthcare outcomes. Cochrane Database of Systematic Reviews, 2022(6). https://doi.org/10.1002/14651858.CD000072.pub3
- Vargas, C.R., Mayer, R., de Oliveira e Oliveira, F.A., Castro, C. & Birolini, D. (2023). Interdisciplinary collaboration and burnout in nursing: A systematic review. Nursing Open, 10(4), 2198–2211. https://doi.org/10.1002/nop2.1486
