| Course | NURS 6053 Interprofessional Organizational and Systems Leadership |
|---|---|
| Week | Week 6 |
| Paper type | Leadership profile paper |
| Length | About 900 words, 6 pages |
| Format | APA 7 student paper |
| School | Walden University |
| Program | Master of Science in Nursing (MSN) |
| Updated | October 2026 |
Free sample paper for NURS 6053 Week 6
Advocacy, Candor, and Steadiness: A Personal Leadership Profile With Two Development Goals
Student Name
College of Nursing, Walden University
NURS 6053: Interprofessional Organizational and Systems Leadership
Instructor Name
Month Day, Year
Advocacy, Candor, and Steadiness: A Personal Leadership Profile With Two Development Goals
Core Values
Advocacy. Last spring, during a family meeting about an elderly patient on my medical unit, the team was discussing a move to comfort care while the patient's daughter kept looking at the floor. I asked the physician to pause and asked the daughter what she was hearing. She said she thought comfort care meant her mother would be left alone. Correcting that misunderstanding changed the meeting. For me, advocacy means making sure the least powerful person in the room is heard, whether that is a patient, a family member, or a new nurse.
Candor. As charge nurse, I once built a weekend schedule that left nights short by one nurse because I misread a leave request. When I realized it, I told the team at the next huddle that the mistake was mine, explained how I would fix it, and asked for one volunteer rather than mandating someone. Candor means telling people the truth about problems early, including problems I caused.
Steadiness. During a respiratory virus surge, our unit took four admissions from the emergency department within an hour while two nurses were at lunch. I held a two-minute huddle at the station, assigned admissions by skill, and kept my voice level. A newer nurse told me later that she had felt panicked until the huddle. Steadiness means that my calm becomes part of the team's capacity under pressure.
Leadership Philosophy
My philosophy draws on transformational leadership, first described by Burns (1978) as leadership that raises both leader and follower to higher levels of motivation and purpose, and later developed by Bass into four components, which describe leading by example, motivating through a shared vision, stimulating people to think differently, and attending to each person as an individual (Bass & Riggio, 2006). I do not practice all four equally. The two I recognize in myself are individualized consideration, attending to each person's needs and development, which is visible in how I assign and support newer nurses, and intellectual stimulation, encouraging people to question assumptions and solve problems their own way. I am weaker at inspirational motivation, articulating a vision that energizes a team beyond the shift in front of us, and that gap shapes my first goal.
Strengths and Their Shadows
The strengths inventory assigned in this course reported my top themes as Responsibility, Command, Empathy, Harmony, and Consistency (Rath, 2007). Each has a shadow side that I have seen in my own practice.
Responsibility: I follow through on what I commit to. Shadow: I take on too much and resist delegating, which leaves others fewer chances to grow.
Command: I make decisions quickly under pressure. Shadow: decisiveness can slide into closing a discussion before quieter colleagues have spoken, which contradicts my own value of advocacy.
Empathy: I notice how others feel. Shadow: I can absorb other people's distress and carry it home.
Harmony: I look for common ground. Shadow: I sometimes avoid necessary conflict, especially with senior colleagues.
Consistency: I treat people by the same rules. Shadow: I can apply rules rigidly when a situation calls for flexibility.
Development Goals
The American Organization of Nurse Executives' competencies group nurse leader competencies into five domains, which range from communicating and building relationships to managing the business side of care (American Organization of Nurse Executives [AONE], 2015). I have mapped one goal to each of two domains.
Goal 1, communication and relationship building. Behavior: in every huddle and staff meeting I lead for the next six months, I will ask for input from at least two people before stating my own view, and I will close each discussion by summarizing what I heard. This directly addresses the shadow of Command. Support person: my nurse manager, who will observe two meetings a month and give me feedback. Checkpoint: at three months, I will ask three staff members whether they feel heard in meetings I run, and compare their answers with the same question asked now.
Goal 2, business skills. Behavior: I will learn to read my unit's monthly budget variance report, including productive and nonproductive hours and overtime, and explain one variance at each monthly staff meeting. Support person: the unit's finance partner, who offered two coaching sessions this quarter. Checkpoint: by the end of this course, I will present a short variance explanation to the manager without notes, and by six months I will propose one scheduling change based on the overtime data.
How the Profile Fits Together
Read together, the values, strengths, and goals describe a leader who is steady and fair in the moment but who needs to widen her view in two directions: toward the quieter voices in a room, and toward the financial decisions that shape the unit long before a shift begins. Both goals grow out of the same pattern. My strength in taking command during a surge becomes a weakness in a meeting where there is time to listen, and my comfort with bedside problems has kept me away from the budget reports that explain why the unit is short in the first place. Transformational leadership, as I understand it, asks for both: care for the individual and the ability to connect daily work to a larger picture. Meeting these two goals would make the values I already hold more visible to the people I lead.
References
American Organization of Nurse Executives. (2015). AONE nurse executive competencies. https://www.aonl.org/resources/nurse-leader-competencies
Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Lawrence Erlbaum Associates.
Burns, J. M. (1978). Leadership. Harper & Row.
Rath, T. (2007). StrengthsFinder 2.0. Gallup Press.
What the NURS 6053 Week 6 instructions ask for
Week 6 of NURS 6053 usually asks for a personal leadership profile. You name core values with examples, state a leadership philosophy, describe strengths and weaknesses, often using inventory results, and set development goals. Faculty check specificity value by value. Cite a leadership theory and your inventory in APA 7. Transformational leadership is common but not required. Scenes can come from staff nurse roles, not only formal leadership. If inventory results feel inaccurate, say so and explain. NURS 6053 faculty want each value shown in a scene, the philosophy written in your own words, a shadow named for each strength and goals tied to inventory results. Cite the theory that shapes the philosophy.
How this NURS 6053 Week 6 example is built
About three pages under APA headings. The first section states three core values, advocacy, candor and steadiness, each followed by a short scene from the author's shifts: speaking up at a family meeting, admitting a scheduling error to the team, holding a calm huddle during a surge. A philosophy paragraph anchors those values in transformational leadership after Burns and Bass, especially individualized consideration and intellectual stimulation. The strengths section reports the top results from the inventory the course assigns and pairs each strength with its likely shadow, such as decisiveness sliding into closing discussion too early. Two development goals follow, each tied to an AONL nurse leader competency domain, one on communication and relationships, one on business skills. Each goal names behaviors, a support person by role and a checkpoint, and references close the piece.
Where the marks sit in the NURS 6053 Week 6 rubric
Specificity decides this profile more than anything else, and graders check it one value at a time. A profile listing integrity, compassion and teamwork without a single workplace moment tends to earn partial credit on application however well it cites leadership theory. Pairing every value with a scene closes that gap. Theory integration is graded on accuracy and fit: naming transformational leadership earns less than showing which of its components the author practices. The strengths section is often read for self-awareness, and an honest shadow for each strength signals it more convincingly than a list of talents. Development goals carry heavy weight in many rubrics, checked for measurability, connection to the inventory and a link to a recognized competency framework. Reflection prose is still academic prose, so first person must coexist with citations and APA headings.
Common NURS 6053 Week 6 mistakes, and how to avoid them
Profiles lose credit when values such as integrity and compassion appear without a scene. Give an example for each. Another common gap is strengths with no shadow side. Name the risk. Writers also set goals unrelated to the inventory. Tie them to results. Avoid a philosophy copied from a theory. Say it in your words. Keep scenes de-identified. End with how the profile shapes your next role. Many writers never say how they will measure progress on each goal. Add a sign. Another frequent slip is scenes that make the writer the hero. Show the team. Keep each value to one scene. Close with how the three values fit together.
Get a NURS 6053 Week 6 example written to your instructions
Share your strengths inventory results, a sentence on your current role and the Week 6 prompt with its rubric. The desk drafts a custom leadership profile in 24-48h, the first free, with values tied to scenes from your kind of work and goals mapped to the competency framework your course names.
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NURS 6053 Week 6 questions, answered
Does the profile have to use transformational leadership?
No. Servant, authentic and situational leadership all appear in strong profiles, and your readings may favor one. Transformational leadership after Burns and Bass is common because its components translate easily into observable behavior. Whatever theory you choose, the sample's approach applies: name the components your scenes actually show and leave out the ones they do not. Claiming a whole model usually overstates what a few scenes can support.
What if my inventory results feel inaccurate?
Say so, with reasons. Inventories measure self-reported preferences at one moment, and a result that clashes with how colleagues experience you is itself worth analyzing. The sample treats its results as data with limits, pairing each strength with the way it can misfire. A profile that quietly ignores an awkward result reads as less self-aware than one that examines it, and self-awareness is usually graded.
Can the scenes come from a non-leadership role?
Yes, and most do. Leadership in this course means influence, not title, so a moment of speaking up in a family meeting or calming a team during a surge counts. The sample's charge nurse is fictional, and her scenes are ordinary on purpose. Keep colleagues unidentifiable in any scene you draw from your own shifts, since the profile will be read by people outside your workplace.
Where can I find a free NURS 6053 Week 6 sample paper?
The advocacy, candor and steadiness profile is reproduced here with a scene for each value, the philosophy, strengths and shadows and two goals.
Which three values does the NURS 6053 Week 6 profile name?
Advocacy, candor and steadiness, each proved with a scene from practice and paired with its shadow side.