NHS FPX 5004 Assessment 2 Leadership and Group Collaboration
Assessment 2 Leadership and Group Collaboration
Regardless of their specialties, nursing professionals influence the practice positively through leadership and interprofessional collaboration. Typically, leadership is a natural role that allows nurses to improve patient outcomes, adapt to complex situations, and foster progressive changes. Achieving the desired outcomes requires nursing professionals to improve their skills, values, and competencies while working as guided by individual beliefs and the established standards. The purpose of this reflective journal is to describe personal motivation, professional identity, DEI influence, and program expectations.
Motivation to Pursue the Chosen Field of Study
The demand for nurses continues to increase due to factors like an expanding aged population and a high prevalence of chronic diseases. As Tufano et al. (2023) observed, the surging demand for nurses can only be addressed by increasing the number of nurse educators. Such educators should be intrinsically motivated to teach, inspire, and guide the next generation of nurses. Similarly, my motivation to become a nurse educator stems from an innate drive to influence the future of nursing, career fulfillment, and an opportunity to develop as a profession and a leader. The need to be up-to-date with practice demands, leadership competencies, and evidence-based practice will guarantee the much-needed growth in the field.
Professional Identity
I define my professional identity as the combination of personal and professional attributes that determine how I think, serve others, and feel as a healthcare provider. In agreement with Geoghan Marold et al. (2025), nurses should commit themselves to providing optimal patient care as members of a diverse care team, as roles and scope of practice stipulate. Accordingly, I believe in working collaboratively with other care providers to provide safe and effective care. Daily practice should be characterized by integrity, compassion, and professionalism during interactions with patients, colleagues, and families. Goals that guide my work include acting ethically, fostering excellent leadership, influencing positive change, and continuous growth.
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Influence of DEI
Diversity, equity, and inclusion (DEI) are fundamental characteristics for comfortable, safe, and accommodative work environments. Enhancing DEI prevents the underrepresentation of some groups, particularly racial minorities, and ensures organizations are free from workforce diversity-related problems (Buh et al., 2024; Mosley et al., 2025). DEI influences my actions as a professional since I embrace inclusion and value diverse perspectives. Whether in education activities, advocacy, or direct patient care, I look forward to working with individuals with different viewpoints, experiences, and values. Such an approach to work allows me to broaden my worldview since I understand issues affecting others more comprehensively.
Program Expectations
The program focuses on communication, collaboration, and case analysis. I anticipate that much of the course concepts will be on these areas to expand knowledge regarding the same. I also look forward to group tasks and projects relevant to leadership, interprofessional collaboration, and communication. Overall, I expect a fulfilling program that helps me develop vital leadership skills and empowers me to apply them effectively in a diverse healthcare environment.
Professional Goals
I hope to improve skills/competencies relating to leadership, teamwork, and diversity in healthcare settings. Developing leadership skills ensures nursing professionals can influence teams positively and promote a healthy work or learning environment (Alsadaan et al., 2023). Teamwork is the spine of interprofessional collaboration. Strengthening team skills is essential for nurses, leaders, and educators to build respectful relationships and resolve conflicts. Building diversity skills and values will enable me to foster an inclusive culture, be culturally sensitive, and avoid the influence of personal biases in everyday encounters with diverse populations.
Conclusion
Motivation to pursue different programs varies among nurses. Determinants include professional goals, specialty areas, and skill gaps. Leadership and collaboration skills are crucial for nurses, whether educators, leaders, or practitioners. I look forward to strengthening these skills through this program to be effectively prepared for my present and future roles in diverse healthcare settings.
References
Alsadaan, N., Salameh, B., Reshia, F. A. A. E., Alruwaili, R. F., Alruwaili, M., Awad Ali, S. A., … & Jones, L. K. (2023). Impact of nurse leaders behaviors on nursing staff performance: a systematic review of literature. INQUIRY: The Journal of Health Care Organization, Provision, and Financing, 60, 00469580231178528. https://doi.org/10.1177/00469580231178528
Buh, A., Kang, R., Kiska, R., Fung, S. G., Solmi, M., Scott, M., … & Sood, M. M. (2024). Effect and outcome of equity, diversity and inclusion programs in healthcare institutions: a systematic review protocol. BMJ Open, 14(4), e085007. https://doi.org/10.1136/bmjopen-2024-085007
Geoghan Marold, S. M., Strouse, S. M., & Butcher, D. (2025). Professional Identity in nursing: a narrative review of the ISPIN definition and domains usage. SAGE Open Nursing, 11, 23779608251335240. https://doi.org/10.1177/23779608251335240
Mosley, T. J., Zajdel, R. A., Alderete, E., Clayton, J. A., Heidari, S., Pérez-Stable, E. J., … & Bernard, M. A. (2025). Intersectionality and diversity, equity, and inclusion in the healthcare and scientific workforces. The Lancet Regional Health–Americas, 41, 100973. https://doi.org/10.1016/j.lana.2024.100973
Tufano, V. C., Summers, E. J., & Covington, B. (2023). Motivators for nurse educators to persist in their profession: a phenomenological research study. Nurse Education Today, 123, 105725. https://doi.org/10.1016/j.nedt.2023.105725
