NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics


NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics


Capella university

NHS-FPX 5004 Communication, Collaboration, and Case Analysis for Master’s Learners

Prof. Name


Self-Assessment of Leadership, Collaboration, and Ethics

Conducting a thorough self-evaluation as required by the Western Medical Enterprises employment questionnaire necessitates deeply exploring my past experiences in leadership, collaboration, and ethical decision-making. This exercise goes beyond a mere procedural requirement; it profoundly reflects on my professional journey, especially as a nursing student. Articulating my approaches to leadership, teamwork, and ethical quandaries is pivotal for my ongoing professional growth and effectiveness in healthcare. My nursing education and practical training journey have exposed me to various situations that have significantly influenced how I approach leadership and teamwork.

Whether it was taking the lead in projects aimed at raising community health awareness or grappling with complex ethical dilemmas in clinical settings, each experience has played a pivotal role in shaping my professional development. In the upcoming sections, I will delve into these experiences, aligning them with the fundamental values of nursing and pertinent professional standards. Through this reflective assessment, I aim to showcase my progress as a nursing professional and demonstrate my preparedness to embrace fresh challenges and responsibilities within the dynamic healthcare landscape of Western Medical Enterprises.

Section I: Leadership and Collaboration Experience

Analysis of Leadership Qualities and Actions

As a nursing student, I was allowed to lead a team in a community health initiative. Though not set in a traditional healthcare environment, this project was critical in developing my leadership skills within a collaborative setting. The initiative aimed to educate the community on preventative health measures and promote wellness, requiring in-depth knowledge, effective leadership, and teamwork. Rooted in the core values of nursing—empathy, integrity, and dedication—I approached this leadership role with a focus on fostering a supportive and collaborative environment.

These principles are fundamental to nursing practice and are significant in directing my choices and actions as a leader (American Nurses Association, n.d.). Our group aimed to develop an exciting and educational health education curriculum. This vision gave our project a clear direction and motivated our teamwork. As the team leader, it was my job to make sure that everyone on the team was motivated to contribute generously and that we agreed with this objective.

Throughout this project, I primarily led using a transformational approach, a particularly applicable and functional model in the nursing field (Ofei & Paarima, 2022). In nursing, transformational leadership entails encouraging and pushing team members to go above and beyond their typical comfort zones. I made a point of highlighting individual contributions, fostering open communication, and stimulating creativity.

NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

This strategy gave my team members more authority and encouraged a feeling of responsibility and ownership for the project. Stakeholders such as teachers, other students, and community members were beginning to support me (Belita et al., 2020). I accomplished this by outlining our goals and the possible consequences of our initiative. This open and honest communication helped to foster trust and lay the groundwork for our cooperative efforts.

The procedure of making decisions was open to all. I made sure that decisions reflected the combined views of my team members since I appreciated their different perspectives (Roberson & Perry, 2021). This tactic produced more creative and valuable solutions. When I think back on my choices, I see how crucial it is to strike a balance between democratic and forceful leadership, particularly in situations where quick decisions are needed. I kept the lines of communication open throughout the project, sending out updates regularly and welcoming criticism.

This strategy was essential to the team’s alignment with our objectives and ability to overcome obstacles. This encounter marked a critical turning point in my nursing education. It reinforced the significance of these abilities in nursing by enabling me to put the ideas of transformational leadership into practice. It demonstrated the beneficial effects that strong leadership may have. It highlighted how effective leadership can positively influence team dynamics and project outcomes, lessons I will carry into my future nursing career.

Analysis of Leadership and Motivational Techniques

As a community health initiative leader during my nursing education, I had to employ various leadership and motivational techniques to foster collaboration among diverse stakeholders. This experience was crucial in developing my understanding of effectively motivating and engaging team members in a shared project. My leadership approach’s primary focus was facilitating effective collaboration among team members. I established a culture of open communication and mutual respect to achieve this. Regular team meetings were structured to encourage active participation from all members.

Each meeting began with an open forum, allowing team members to voice concerns, share updates, or present new ideas. This practice enhanced communication and fostered a sense of belonging and importance among the team. To further enhance collaboration, I implemented collaborative tools and techniques. This included using collaborative software for document sharing and communication, enabling team members to work together seamlessly, irrespective of their physical locations (Dey, 2023). Additionally, I organized team-building activities that were both engaging and relevant to our project’s goals, aiming to strengthen the team bond and improve interpersonal relations.

NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

Motivating the team was a multifaceted endeavor. I recognized early on that different team members were motivated by different factors. To address this, I employed a personalized approach. For some, recognition of their efforts and achievements was a significant motivator. For others, understanding the impact of their work on community health was more motivating. I acknowledged individual contributions in team meetings and provided constructive feedback to foster a sense of achievement and growth. In line with Herzberg’s Two-Factor Theory, I focused on creating a work environment that was not only devoid of major dissatisfiers but also enriched with motivators such as recognition and responsibility (Rai et al., 2021). I delegated meaningful tasks to team members, ensuring that they felt responsible and valued in their roles. This approach not only motivated the team but also helped in developing their professional skills.

Reflecting on the effectiveness of these techniques, the high level of team engagement and the successful completion of the project indicated that the team felt motivated and energized. The frequent and open communication ensured that team members were always aware of the project’s progress and their role in it. However, I realized that continuous motivation is a dynamic process. In future projects, I plan to incorporate more regular feedback sessions and opportunities for professional development, aligning with contemporary motivational theories that emphasize continuous growth and learning.

Section II: Ethics Experience

Analysis of Ethical Decision-Making in Healthcare

During my clinical rotation in a hospital setting, as part of my nursing education, I encountered an ethical dilemma that significantly tested my decision-making skills and adherence to ethical principles. The dilemma involved a situation where a patient who was terminally ill and in severe pain had expressed a desire to refuse further life-sustaining treatments. However, the patient’s family was vehemently opposed to this, insisting on continuing aggressive treatments in the hope of prolonging the patient’s life. This situation presented a conflict between respecting the patient’s autonomy and addressing the family’s wishes. The ethical principles in question were the patient’s right to self-determination and the concept of beneficence – doing what is best for the patient.

In this context, I turned to the Code of Ethics for Nurses by the American Nurses Association (ANA), which emphasizes the nurse’s obligation to honor the patient’s right to make decisions about their health care. The ANA’s Code of Ethics Principle 1.4 states that nurses must respect the patient’s right to self-determination (American Nurses Association, 2019). In adherence to this principle, my response was to advocate for the patient’s wishes to be given primary consideration. I facilitated discussions between the healthcare team and the patient’s family to communicate the patient’s desires clearly and sensitively.

NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

Additionally, I referred to the American College of Healthcare Executives (ACHE) code of ethics, which underscores the importance of ethical decision-making in healthcare management (ACHE, n.d.). The ACHE Code emphasizes respect for the dignity and rights of patients, aligning with the ethical decision to prioritize the patient’s expressed wishes. My approach to this ethical dilemma also involved considering the principle of non-maleficence, which is avoiding harm to the patient. Continuing aggressive treatment against the patient’s wishes could be seen as causing additional suffering, contrary to this principle.

Throughout this process, I maintained open communication with the patient’s healthcare team, advocating for the patient’s rights and acknowledging the family’s concerns. I aimed to reach a resolution that respected the patient’s autonomy and alleviated the family’s distress. In retrospect, my actions and decisions in this situation aligned with the ethical guidelines the ANA and the ACHE provided. This experience underscored the importance of adhering to professional ethical codes in nursing, especially when navigating complex end-of-life care situations. It also highlighted nurses’ crucial role in advocating for patient rights and mediating between different stakeholders in healthcare settings.


In conclusion, as I have assessed my qualifications for Western Medical Enterprises, I have deeply reflected on my experiences in leadership, collaboration, and ethics, with a particular focus on my journey in nursing. This introspective process deepened my comprehension of these vital aspects and underscored my unwavering commitment to the core values and ethical principles of the healthcare profession. I have gained invaluable insights into my professional competencies by carefully analyzing specific instances where I have taken the lead, collaborated effectively in diverse settings, and navigated intricate ethical challenges.

These experiences serve as a testament to my preparedness to embrace the array of challenges and opportunities inherent in a dynamic healthcare environment in alignment with the values and expectations of Western Medical Enterprises. This reflective journey reaffirms my dedication to continuous professional growth and providing patient-centered care, two fundamental qualities crucial for a successful and impactful nursing career.


American College of Healthcare Executives. (n.d.). ACHE code of ethics. https://www.ache.org/aboutache/our-story/our-commitments/ethics/ache-code-of-ethics 

American Nurses Association. (2019). American Nurses Association Code of Ethics for Nurseshttps://nursing.rutgers.edu/wp-content/uploads/2019/06/ANA-Code-of-Ethics-for-Nurses.pdf 

American Nurses Association. (n.d.). Leadership in Nursing. https://www.nursingworld.org/practice-policy/nursing-excellence/leadership-in-nursing/ 

Belita, E., Carter, N., & Bryant-Lukosius, D. (2020). Stakeholder engagement in nursing curriculum development and renewal initiatives: A review of the literature. Quality Advancement in Nursing Education – Avancées En Formation Infirmière6(1). https://doi.org/10.17483/2368-6669.1200 

Dey, N. C. (2023). Innovative digital teaching and learning practices in society in view of nursing education/ profession in India: A comprehensive review. Social Science Research Network. https://doi.org/10.2139/ssrn.4559285 

NHS FPX 5004 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

Ofei, A. M. A., & Paarima, Y. (2022). Nurse managers leadership styles and intention to stay among nurses at the unit in Ghana. The International Journal of Health Planning and Management37(3). https://doi.org/10.1002/hpm.3433 

Rai, R., Thekkekara, J. V., & Kanhare, R. (2021). Herzberg’s two factor theory: A study on nurses’s motivation. RGUHS Journal of Allied Health Sciences1(1). https://journalgrid.com/view/article/rjahs/36 

Roberson, Q., & Perry, J. L. (2021). Inclusive leadership in thought and action: A thematic analysis. Group & Organization Management47(4), 755–778. https://doi.org/10.1177/10596011211013161 


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