Part A: Path-Goal Theory Reflection Assignment. Student: Catherine Faulkner. Student No: Date Submitted: January 24, 2015

Transcription

1 Student # Part A: Path-Goal Theory Reflection Assignment Student: Catherine Faulkner Student No: Date Submitted: January 24, 2015 NURS 250: Practical Nursing Leadership Professor: Humber College ITAL

2 Student # Path-Goal Theory Reflection There have been situations in my life where I did not receive the motivation and encouragement that I wanted from a leader when trying to achieve a goal. These experiences have led me to embrace the path-goal theory from the contingency approach. The theory focuses on increasing an individual s motivation, sense of empowerment and satisfaction so that they become productive members of the team (House, 1996, p. 341). I achieve this theory by giving encouraging, constructive feedback, and by providing constant support, such as asking if any help is needed. In this reflection, I will discuss the leadership experiences in my life where I portrayed the path-goal theory s attributes of directive, supportive, achievement-oriented and participative style. I will also discuss the ways I plan to meet the path-goal leadership style as a nursing student in my pre-graduate clinical experience. The first leadership experience where I met the path-goal theory s attributes was in 2012 when I went on a missionary trip with twelve other students to Thailand. My leadership responsibility one day was to teach a group of Thai children, ranging from the ages 6 to 15, the fundamentals of speaking English at a refugee camp. I was assigned to teach how to pronounce the letters of the alphabet. As a path-goal leader, I modeled the directive style by having the students recite the entire alphabet in ten minutes with a partner after I finished teaching it. I demonstrated the supportive style by approaching each child and providing individual attention by asking if they had any questions. I modeled the achievement-oriented style by giving the students homework to teach their family members the alphabet. Lastly, I demonstrated the participative style by allowing the students to explain to me other strategies they could use to feel more confident in writing and saying the alphabet. At the end of the lesson, I wrote each student a note saying to keep up the excellent work in which they appreciated.

3 Student # The second leadership experience where I met the path-goal theory s attributes was during second semester at my clinical placement, which was a long-term care home. I was assigned a patient with asthma and I was required to teach her how to administer her prescribed bronchodilator medication properly. Beginning with the directive style, I showed the patient how to use the bronchodilator by modeling it on myself. I then had her demonstrate how to use the equipment in return. I modeled the supportive style by encouraging the patient to keep asking questions if she was unsure about my teaching. I modeled the achievement-oriented style by encouraging the patient to keep practicing the technique on a regular basis so she could gain more confidence when administering her own medication. Lastly, I modeled the participative style by asking the patient if there were other ways that might help her learn about administering her asthma medication. She suggested watching videos. I plan to meet the path-goal theory s attributes as a nursing student in my pre-graduation clinical experience by constantly encouraging and supporting my colleagues and patients. The healthcare work environment can be discouraging at times, especially if you are not confident with a certain skill. For example, if I see a colleague unmotivated to perform an assessment on a patient, I will remind him or her that they will feel more confident in their skills if they keep practicing and reviewing different physical assessments. I will follow this advice for myself as well because I want to feel confident in performing a quick and thorough assessment. Although I am only a student at my pre-graduate placement, I will show the directive style of leadership by helping my colleagues complete a task, such as inserting a prescribed indwelling catheter for a patient, especially if they have many other tasks to complete. I will show the supportive style by asking my patients if they have any questions and by also asking them what I could do to help them feel more comfortable during their stay at the hospital. I will present the achievement-

4 Student # oriented style by showing faith in the capabilities of my colleagues and by having them teach me their techniques in a certain skill, such as wound care. Lastly, I will model the participative style of leadership by asking patients what they can do to improve the condition they have been diagnosed with. I will give them the chance to express their ideas because it will give a sense of ownership over their own health. For example, if I have a type 2 diabetic patient and the patient says an exercise routine could help with their condition, I can incorporate that into the discharge goals for the patient. I am happy to be a path-goal leader because I enjoy giving encouragement and support to others. I want to be recognized that I am a leader who strives to develop confidence in others. My goal in my pre-graduate clinical experience is to continue with my leadership style and have others be inspired by it. I want to influence others to become leaders themselves.

5 Student # References House, Robert J. "Path-Goal Theory of Leadership: Lessons, Legacy, and a Reformulated Theory." The Leadership Quarterly 7.3 (1996): 341. Web. 22 Jan