Strengths-Based Leadership   

The task of leadership is not to put greatness into people, but to elicit it, for the greatness is there already.  —John Buchan  It can be demoralizing when managers focus primarily on the deficiencies of employees, yet it can sometimes be difficult to see beyond the negatives. Strengths-based leadership is a management approach that not only recognizes an individual’s strengths, but also draws upon these strengths to enhance the dynamics of the workplace. Strengths-based leadership can be applied to employees performing at their personal best or to those who may need redirection. In addition, the principles of strengths-based leadership can be carried over to managers themselves. When nurse managers are aware of their own strengths, they can better leverage them to effectively manage difficult situations.  

•Review the article “Know Your Own Strength.” How can strengths-based leadership improve the skills and attitudes of employees? •Reflect on your own personal and professional leadership strengths. Consider how you might use these strengths to manage staff members who seem to be disengaged or problematic. In addition, determine how you might use these strengths to resolve difficult situations between employees. •Recall a time when you either observed a disengaged or problematic employee(s) at work or observed a difficult or conflict situation between employees. •Imagine that you were the nurse manager in the above situation. How might you have used your strengths to effectively manage this employee or situation? Also, give some thought to the strengths of those posing the problem. How might you have used their strengths to resolve the situation? 

Post an explanation of what you consider to be your top two strengths as a leader. Then, briefly describe the situation you selected and explain how you could leverage your own strengths (applying strengths-based leadership) to successfully manage that situation. Explain at least two ways you might also capitalize on the strengths of the employee(s) involved to successfully resolve the situation.

Required Readings  Lussier, R. N., & Hendon, J. R. (2016). Human resource management: Functions, applications, & skill development (2nd ed.). Thousand Oaks, CA: Sage Publications.  •Chapter 7, “Training, Learning, Talent Management, and Development” (pp. 234–274) Chapter 7 explores many types of training that organizations can offer new employees, such as on-the-job training, classroom training, and e-learning. It also highlights career development opportunities for existing employees.    Manion, J. (2011). From management to leadership: Strategies for transforming health care (3rd ed.). San Francisco, CA: Jossey-Bass.  •Chapter 7, “Coaching and Developing Others” (pp. 283–349) This chapter compares the roles of leader and coach and explains why some leaders fail to employ effective coaching strategies. The author discusses coaching best practices and reviews in depth one practice, the six-step coaching model.    Kanefield, A. (2011). Know your own strength. Smart Business St. Louis, 4(2), 6. Retrieved from the Walden Library databases.     This article provides simple rationale for employing strengths-based leadership in clinical settings.   Tyra, S. (2008). Coaching nurses: A real example of a real difference. Creative Nursing, 14(3), 111–115. Retrieved from the Walden Library databases.      The author of this article uses an authentic coaching example to explain the stages of the coaching process. The author identifies coaching strategies as well as general feelings both the coach and the nurse might experience.

Note: This is an individual assignment. Applying what you have learned thus far, develop a community teaching proposal designed to address the needs of your community.

Select one of the following as the focus for the teaching plan:

1. Primary Prevention/Health Promotion
2. Secondary Prevention/Screenings for a Vulnerable Population
3. Bioterrorism/Disaster
4. Environmental Issues

Complete the “Community Teaching Work Plan Proposal.” This will help you organize your plan and create an outline for the written assignment.

1. After completing the teaching proposal, review the teaching plan with a community health and public health provider in your local community.
2. Request feedback (strengths and opportunities for improvement) from the provider.
3. Complete the “Community Teaching Experience” form.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. 

You are required to submit this assignment to Turnitin. 

People of Baltic Heritage.

People of Brazilian Heritage.

Read chapter 26 and 27 of the class textbook and view the attached Power Point presentations.  Read content chapter 26 and 27 in Davis Plus online Website.  Once done answer the following questions;

1.  Describe the Baltic nations and how they view the delivery of health care.

2.  Describe the beliefs of health of the Brazilian heritage.

3.  Describe is there is any similarity in the beliefs of these two heritage and how can you influence the delivery of evidence based health care.

As stated in the syllabus present your assignment in the following requirements;

-APA format, Arial 12 word document attach to the forum in the blackboard title “week 12 discussion questions”.

-A minimum of 500 words excluding first and reference page are required.

-A minimum of 2 evidence based reference excluding the class textbook are required.

-2 replies to any of your peers sustained with the proper references.

Did you know that the United States has a higher rate of infant mortality than Japan (CIA, n.d.)? Or, as Dr. Beilenson states in this week’s media presentation, that “your zip code that you live in makes more difference in your health and well-being than the genetic code that you’re born with?” What causes these differences in health outcomes?

To effectively develop policies and programs to improve population health, it is useful to use a framework to guide the process. Different organizations and governmental agencies (for example, Healthy People 2020) have created a variety of such frameworks, which establish measures for assessing population health. These measures frequently are derived from the examination of epidemiologic data, which include key measures of population health such as mortality, morbidity, life expectancy, etc. Within each measure are a variety of progress indicators that use epidemiologic data to assess improvement or change.

For this Discussion, you will apply a framework developed by Kindig, Asada, and Booske (2008) to a population health issue of interest to you. This framework includes five key health determinants that should be considered when developing policies and programs to improve population health: access to health care, individual behavior, social environment, physical environment, and genetics. 

To prepare:

• Review the article “A Population Health Framework for Setting National and State Health Goals,” focusing on population health determinants.
• Review the information in the blog post “What Is Population Health?”
• With this information in mind, elect a population health issue that is of interest to you.
• Using this week’s Learning Resources, the Walden Library, and other relevant resources, conduct a search to locate current data on your population health issue.
• Consider how epidemiologic data has been used to design population health measures and policy initiatives in addressing this issue.

Post a summary of how the five population health determinants (access to health care, individual behavior, social environment, physical environment, and genetics) affect your selected health issue, and which determinants you think are most impactful for that particular issue and why. Explain how epidemiologic data supports the significance of your issue, and explain how this data has been used in designing population health measures and policy initiatives.

Reflect on a patient who presented with a behavioral or mental health issue during your Practicum experience. Describe your experience in assessing and managing the patient and his or her family. Include details of your “aha” moment in identifying the patient’s behavioral or mental health issue. Then, explain how the experience connected your classroom studies to the real-world clinical setting. If you did not have an opportunity to evaluate a patient with this background during the last 4 weeks, you may select a related case study from a reputable source or reflect on previous clinical experiences.