This paper presents a self-evaluation of a nursing student's experience facilitating a small peer-led discussion group focused on family case analysis. The author reflects on applying the three-phase group process model (orientation, working, and termination), demonstrates awareness of leadership characteristics including empowerment and flexibility, and analyzes her use of democratic and authoritarian leadership styles. The paper concludes with aspirations toward transformational leadership and recognition of areas for continued professional development.
Professional nurses participate in a variety of diverse groups, which may involve friends, families, coworkers, patients, professionals, and religious members. The nurse may be an active participant in the group or may assume a leadership role. Developing group skills and learning about group dynamics assists nurses in becoming productive team members and, more importantly, provides insight into how to further develop the skills required of an effective leader.
Successful leadership involves more than taking control of a group; it is a complex process by which the leader influences others to perform optimally to accomplish goals. Characteristics of a good leader include empowerment, intuition, self-understanding, vision, and values congruence (Blais & Hayes, 2011). Developing the attributes of a good leader is an essential component for a professional nurse to acquire.
Similar to the nursing process of assessing, diagnosing, planning, implementing, and evaluating, a group is used as a problem-solving method. Groups have a particular function or objective and progress in three phases: orientation, working, and termination (Blais & Hayes, 2011). The orientation phase includes an assessment of the situation and the group members, and diagnosing or defining the objective of the meeting. The working phase involves planning, decision making, and implementing any changes. The termination phase occurs as we evaluate the results of the group meeting.
The group we formed is self-organizing and self-governing; therefore, in our case, leadership means facilitation, and the leader role is temporary, task-specific, and will be rotated among members each week. Our group displays the characteristics of an informal group, and our goal is to discuss the families we are visiting each week. Although we know each other as nursing students, we have not worked together formally, which created mild anxiety amongst the members, including myself.
During the orientation phase, I tried to ease any tension with small talk and was supportive of all members. Leading by example, I offered some information about myself, and the other members joined in with personal information about themselves. I redirected the group and provided an outline for the meeting after becoming acquainted with members.
There was some confusion as the members were unclear about the agenda of the meeting. Because another attribute of an effective leader is flexibility, we briefly focused on a different topic and discussed the written self-evaluation assignment before continuing with the particular goal of our group. I clarified that each one of us would take on the responsibility of leading the group during our lab time and that the leader will function as a facilitator of the group.
I was then able to define our team's mission, suggesting that we use this time to discuss each family and then try to formulate a diagnosis for the information given to us. Participants were in general agreement on the focus of the meeting, and we moved into the working phase.
As each member discussed their individual family case, I encouraged participation by asking questions and offering opinions. Group members suggested nursing diagnoses, and each was respectful, allowing time for differing views. I evaluated member participation and encouraged further participation by commenting on individual ideas so that everyone felt their contributions were valued.
Noticing when a member was not participating, I asked an open-ended question: "What can you tell us about your family?" An effective leader tries to involve members in the sharing process as much as possible without threatening their comfort level. Through support and encouragement, she was able to participate somewhat, speaking directly to me and actively listening to other members.
Our meeting was brief, but during the short time we met, I tried to develop some commitment amongst the team. I suggested that we use this time to help each other further by offering ideas on how to interview and plan time with each family. I added that it would be helpful to discuss our plans on how to process this information into a well-written Family Care Plan necessary for our final papers.
Although the members did give the idea some thought, there did not seem to be enough time to develop a genuine commitment to the group yet. I am optimistic that this will change, and as the weeks go by, I think our group will form a stronger commitment to each other. Approaching the end of our time, I asked each member if they had any other ideas that they thought would be helpful, and I thanked everyone for their ideas. Overall, it was productive; we were able to come up with a few diagnoses that will be useful in developing a Family Care Plan.
As a facilitator for this group, I used two styles of leadership: democratic or participative leadership, and authoritarian or directive leadership. By involving all members and allowing open participation, I guided the group toward achieving our specific goal. Because we had such a short time, I was also authoritarian in my approach. This style is useful when meeting times are brief and helps the group proceed quickly in order to achieve goals in a short amount of time (Blais & Hayes, 2011).
I think this was a good experience, as I would like further to develop my skills to allow me to become a transformational leader. Through charisma, inspirational motivation, intellectual stimulation, and contingent reward, a transformational leader knows how to motivate participants and has a genuine commitment to their group (Blais & Hayes, 2011).
Becoming a transformational leader will take more experience in leading and a sincere desire to know all the members in order to assist them in accomplishing group and individual goals. This self-evaluation has highlighted both my strengths in creating a welcoming environment and areas where I can grow, particularly in building sustained group cohesion and deeper interpersonal connections.
"Aspirations toward transformational leadership"
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