Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date D024 SEI Skill Sets Discussion – Self-Awareness & Management Insights Social Emotional Intelligence Social Emotional Intelligence (SEI) represents a crucial power skill that integrates a range of competencies aimed at boosting both personal and professional effectiveness. It encompasses abilities such as self-awareness, self-management, interpersonal communication, executive function, and social awareness. These skills empower individuals to effectively navigate complex social environments, regulate their emotions, and engage in productive collaboration with others. Power Skill Why is SEI considered a core power skill? SEI significantly contributes to success in the workplace by fostering emotional regulation, empathy, and collaborative problem-solving. These attributes become particularly important in high-stress, fast-paced environments like healthcare, where the quality of interpersonal interactions and rapid decision-making directly influence patient outcomes and team performance. SEI Skill Sets and Scenario SEI Skill Key Components Scenario Example Self-Awareness Self-Reflection, Growth Transitioning from Med-Surg to PACU, I reflect on experiences to improve clinical skills and coworker interactions. Self-Management Goal-setting, Stress Management I set goals, like increasing IV start success rates to 50% on the first attempt, and practice mindful meditation with the team before shifts to manage stress. Interpersonal Communication Compassion, Teamwork, Collaboration Supporting patients fearful of surgery with compassion and collaborating with surgeons and anesthesiologists for patient safety. Executive Function Critical Thinking, Problem Solving Quickly identifying and resolving patient care issues and coworker conflicts through critical thinking. Social Awareness Sociability, Perspective Taking Encouraging perspective-taking during conflicts to foster understanding and open communication among coworkers. Self-Awareness: Reflective Growth in Practice What role does self-awareness play in professional growth? Self-awareness is characterized by ongoing self-reflection and dedication to personal development. For example, moving from a Med-Surgical (Med-Surg) unit to a Post-Anesthesia Care Unit (PACU) introduces new challenges requiring adaptation. By reflecting on daily experiences, individuals can enhance critical care skills and improve teamwork, resulting in better patient outcomes and a positive workplace atmosphere. This continuous reflective practice not only refines individual capabilities but also supports a culture of learning and cooperation. Self-Management: Goal Setting and Managing Stress How can effective self-management improve performance? It involves setting specific, attainable goals and implementing strategies to handle stress efficiently. For instance, initial difficulties with intravenous (IV) starts in the Med-Surg environment might cause frustration. However, setting measurable goals—such as achieving a 50% success rate on the first attempt—can promote persistence and skill enhancement. Additionally, the PACU’s demanding environment requires proactive stress reduction methods. Integrating brief mindful meditation sessions before each shift helps healthcare teams maintain focus, reduce anxiety, and sustain emotional equilibrium during critical tasks. Interpersonal Communication: Compassion and Team Collaboration Why is compassion essential in healthcare communication? Compassion plays a pivotal role in supporting patients, particularly those anxious about surgery. Expressing empathy helps alleviate patient distress and builds trust. Beyond individual interactions, teamwork is vital in healthcare settings. Effective collaboration among nurses, surgeons, and anesthesiologists ensures coordinated patient care, enabling timely interventions and safer recovery processes. Regular communication and mutual support within the team reinforce collective responsibility and improve overall patient outcomes. Executive Function: Applying Critical Thinking and Problem Solving What is the significance of executive function in healthcare? Executive function skills, including critical thinking and problem solving, are essential for assessing complex situations and making prompt, informed decisions. Healthcare professionals constantly analyze patient conditions and workplace dynamics to identify challenges quickly. Whether addressing clinical issues or resolving interpersonal conflicts, utilizing structured problem-solving approaches ensures efficient and effective outcomes, contributing to smoother unit operations and higher quality care. Social Awareness: Enhancing Sociability and Perspective Taking How does social awareness improve workplace harmony? Social awareness cultivates an environment of respect and understanding. When conflicts arise among coworkers, encouraging perspective taking allows individuals to appreciate alternative viewpoints and promotes empathy. This practice reduces misunderstandings and opens channels of honest communication, creating a more sociable and supportive work environment. Developing these skills strengthens team cohesion, facilitates conflict resolution, and enhances overall productivity. References Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books. Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional intelligence: New ability or eclectic traits? American Psychologist, 63(6), 503–517. https://doi.org/10.1037/0003-066X.63.6.503 Boyatzis, R. E., & McKee, A. (2005). Resonant Leadership: Renewing Yourself and Connecting with Others Through Mindfulness, Hope, and Compassion. Harvard Business School Press. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date D024 Professional Presence and Influence Phase 1 Video Reflection Introduction and Background My name is Kayla LaBrie. I earned my Bachelor of Science in Nursing (BSN) from Husson University in 2012. Pursuing a Master’s degree has been a long-term aspiration of mine, and with my children becoming more independent, I believe this is the perfect moment to continue my education before growing my family further. This step feels both timely and necessary for my professional and personal development. What are your current professional roles? I am employed full-time as a Med-Surg charge nurse and preceptor at a critical access hospital in Maine. Alongside this, I work per diem at a nursing home, act as a clinical instructor for Certified Nursing Assistants (CNAs) at the local high school, and serve as a corrections nurse at the county jail. My charge nurse responsibilities require me to be highly visible and engaged in the department, carefully managing staff assignments and prioritizing patient care. How would you describe your leadership style and approach? I believe I am an effective leader because I consistently maintain a positive attitude and calm demeanor, even in stressful or high-pressure situations. I strongly value leading by example, especially by demonstrating compassion, empathy, and solid clinical skills. This leadership style fosters trust and respect among nursing staff and promotes a cooperative and supportive work environment. Are you involved in any mentorship programs? Yes, I actively participate in my hospital’s mentorship program, which pairs new nurses with experienced mentors for one year. The program includes weekly communication via email or text, monthly face-to-face meetings that last approximately one hour, and a year-end celebration dinner for all mentors and mentees. Since the program started four years ago, it has garnered consistently positive feedback for the support it provides to new nurses. What are your goals for pursuing a Master’s degree? My main goal in pursuing a Master’s degree in Nursing Education is to expand my teaching role beyond instructing high school CNA students and move into university-level nursing education. Although I work at a critical access hospital, we place a strong emphasis on thorough training and support for new nurses. Every new hire completes three months of one-on-one Med-Surg training, with an additional nine months of individualized training for those transitioning to the Emergency Department. What kind of professional support network do you have? I am fortunate to collaborate with many nurses who hold Master’s degrees, including several graduates from Western Governors University (WGU). Most of these MSN-prepared nurses, along with many BSN-level nurses, are active members of the American Nurses Association (ANA). This professional community offers substantial support as I embark on this next stage of my educational journey. Closing reflections I am genuinely excited about the opportunity to further my education and enhance my skills. I look forward to interacting with peers and faculty throughout this program, and I wish everyone success in their own professional paths. Summary Table of Kayla LaBrie’s Professional Profile and Goals Category Details Education Bachelor of Science in Nursing, Husson University, 2012 Current Roles – Full-time Med-Surg charge nurse and preceptor- Per diem nursing home nurse- CNA clinical instructor- Corrections nurse Leadership Approach Positive attitude, calm demeanor; leads by example through compassion and clinical expertise Mentorship Program One-year mentorship pairing; weekly check-ins; monthly meetings; year-end celebration Training Provided 3 months one-on-one Med-Surg training; 9 months additional training for Emergency Department Master’s Degree Goal To teach nursing at both high school and university levels Professional Network MSN-level colleagues, members of the American Nurses Association, supportive nursing community References American Nurses Association. (n.d.). About ANA. https://www.nursingworld.org/ana/ Husson University. (n.d.). Nursing Programs. https://www.husson.edu/academics/nursing/ D024 Phase 1 Video Reflection Western Governors University. (n.d.). Nursing Degrees. https://www.wgu.edu/online-nursing-degrees.html

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date D024 CPE Schedule Table This section provides an overview of the planned deliverables for the CPE schedule, including the estimated time commitment for each task and their expected completion dates. Deliverable Estimated Time Expected Completion Date 1a. CPE schedule table 30 minutes 12/05/2021 1b. LinkedIn profile 10 minutes 12/05/2021 1c. GoReact video and peer feedback 40 minutes 12/05/2021 1d. Reflection summary 20 minutes 12/05/2021 2a. Social and Emotional Intelligence (SEI) table 1 hour 12/05/2021 2b. GoReact video and peer feedback 40 minutes 12/05/2021 2c. Reflection summary 20 minutes 12/05/2021 What Are the Characteristics of an Effective Leader According to the Course Material? The course material identifies several key traits that define an effective leader. Primarily, an effective leader demonstrates presence by being fully engaged and attentive during interactions. Mindfulness plays a critical role here, ensuring that the leader’s focus remains clear and undistracted. Furthermore, effective leaders possess strong social and emotional intelligence (SEI), which allows them to understand and manage emotions within themselves and others. This intelligence, combined with a leadership style rooted in genuine care, helps followers feel valued not only in their professional roles but also as individuals. Such a leader fosters a culture of trust and motivation within their team, promoting both individual and collective growth. Which Life Management Strategies Help Demonstrate Authentic Leadership? From my perspective, authentic leadership is grounded in several essential life management strategies. These include maintaining clearly defined goals and exercising self-discipline to achieve them consistently. Upholding unwavering personal values provides a moral compass that guides decisions and actions. Additionally, having a strong sense of purpose or passion fuels commitment and inspires others. Together, these elements build a leadership style marked by sincerity and integrity, which resonates with others and encourages authenti  connections and influence (Western Governors University [WGU], 2020). How Did I Approach Creating My LinkedIn Profile and What Was Important to Me? Creating my LinkedIn profile was a new experience. Initially, I understood LinkedIn’s professional networking purpose but was unsure how it would specifically benefit my career. When selecting a profile photo, I chose one where I was smiling because it conveys warmth and approachability, traits important for making positive first impressions. I also added my educational background to connect with other MSN nurses who might provide insights and share experiences related to the MSN program. This networking foundation aligns with my career aspirations and provides opportunities for professional growth and mentorship. What Is Social and Emotional Intelligence (SEI), and How Do I Apply It? Social and Emotional Intelligence (SEI) involves the ability to recognize, understand, and manage one’s own emotions while effectively engaging with others. I have noticed that I naturally use many SEI skills daily, often without deliberate thought. Developing SEI further enhances patient care quality and fosters a supportive workplace. For instance, active listening makes patients and colleagues feel valued and respected, which strengthens trust and teamwork. Applying SEI in both professional and personal settings enriches relationships and communication, ultimately benefiting the overall environment (WGU, n.d.). Social and Emotional Intelligence Power Skills Table SEI Power Skill Skill Sets Example Scenario Self-awareness Mindfulness, Patience Mindfulness helped me remain compassionate when calming a patient who was fearful of an IV due to past trauma. Self-management Stress management, Self-care After a stressful shift, I managed my stress by speaking with my husband and practiced self-care through relaxation. Interpersonal Communication Compassion, Active listening I showed concern and listened carefully to a patient’s fears about an IV, which helped build trust and comfort. Executive Function Adaptability, Problem-solving I resolved a conflict by rearranging room assignments to improve patient comfort and satisfaction. Social Awareness Perspective taking, Cultural awareness I respected a patient’s cultural preference for an all-female care team, ensuring her comfort during treatment. How Do These Skills Translate to Real-World Nursing Scenarios? The skills encompassed in SEI are critical in daily nursing practice. Mindfulness and patience are essential when working with patients who may have anxieties or fears about medical procedures, allowing nurses to provide empathetic and calming care. Managing stress and prioritizing self-care are necessary for maintaining nurses’ well-being, preventing burnout after demanding shifts. Compassion and active listening build stronger nurse-patient relationships, enhancing patient satisfaction and outcomes. Adaptability and problem-solving skills help nurses navigate complex situations and conflicts to ensure patient-centered care. Lastly, cultural awareness ensures respect for diverse patient backgrounds, fostering inclusive and sensitive healthcare environments. Reflection on Learning Social and Emotional Intelligence Studying Social and Emotional Intelligence has significantly increased my awareness of how these competencies improve nursing effectiveness. I plan to continue cultivating these skills to enhance the care experience for patients. Additionally, by exemplifying SEI principles, I aim to positively influence my colleagues, encouraging a workplace culture characterized by empathy, support, and collaboration. References Western Governors University. (n.d.). Social and emotional intelligence power skills. Professional Presence and Influence. Western Governors University. D024 CPE Schedule and SEI Reflection Report Western Governors University. (2020). What is authentic leadership? Western Governors University. Retrieved December 1, 2021, from https://www.wgu.edu/blog/what-is-authentic-leadership2004.html#close

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date D024 Frequently Asked Questions (FAQ) This document provides comprehensive guidance for students enrolled in D024, addressing common questions related to assessment submission, the OneNote ePortfolio, Clinical Practice Experience (CPE), GoReact requirements, performance assessments, APA formatting, and supporting resources. The information below is intended to promote clarity, accuracy, and successful course completion. Submitting Assessments How do I submit the 1st task (FDM1)? To successfully submit the FDM1 task, students must provide two required components through the official submission tab. First, the completed CPE Record must be uploaded directly to the submission portal; this document should not be placed within the ePortfolio. Second, students must submit a shareable OneNote ePortfolio link via the same submission tab. The ePortfolio must contain all required deliverables from Phase I and Phase II of the CPE. Submission should occur only after all elements in both the CPE Record and the ePortfolio are fully completed to ensure alignment with evaluation criteria. How do I create a shareable OneNote ePortfolio link? To generate an accessible OneNote ePortfolio link, begin by selecting the Share option located in the upper-right corner of the OneNote interface. From the sharing menu, choose “People you specify can view.” Next, select “People in Western Governors University with the link” and apply the setting. After returning to the previous screen, click Copy link and paste the copied URL into the assessment submission area. This process ensures evaluators can securely access your work. How do I submit the 2nd task (AIM2)? The AIM2 task must be submitted exclusively through the assessment submission tab. Students should not upload any AIM2-related documents into their OneNote ePortfolio, as this may result in submission errors or evaluation delays. How do I submit my performance assessment (AIM2), and what file formats are accepted? To submit AIM2, navigate to the Assessments tab, select Begin Task Attempt, and use the paperclip icon to attach your files. Acceptable file formats include PDF, DOC, DOCX, PPT, and PPTX. Live or cloud-based links (e.g., SharePoint, Google Drive, or iCloud) are not permitted because originality verification cannot be confirmed and evaluators cannot access version histories. AIM2 submissions must not be completed through OneNote or the ePortfolio. How does Unicheck function? Unicheck is an academic integrity tool used to detect plagiarism by comparing student submissions against a vast database of academic and online sources. It supports originality verification and academic honesty. Additional details are available in the WGU Student Handbook (Western Governors University, n.d.). OneNote ePortfolio How do I create an ePortfolio in OneNote? Students should begin by viewing the OneNote instructional video and reviewing the PowerPoint slides available under Course Tips. These resources outline the technical and structural expectations for the ePortfolio. Setup instructions are also provided in Unit 1, page 7 of the course material. Students are advised to model their ePortfolio layout after the MSN Sample Core ePortfolio linked on the same page to ensure consistency and evaluator accessibility. What content should I upload to my OneNote ePortfolio? The OneNote ePortfolio must include all Clinical Practice Experience (CPE) deliverables, covering both Phase 1 and Phase 2 requirements documented in the CPE Record. These artifacts demonstrate applied learning and clinical engagement aligned with course outcomes. Clinical Practice Experience (CPE) What is the Clinical Practice Experience (CPE)? The Clinical Practice Experience (CPE) represents the applied, clinical component of the course and prepares students for the AIM2 Performance Assessment. Completion of all CPE activities results in 25 indirect clinical hours. All required artifacts generated during the CPE must be uploaded to the OneNote ePortfolio for evaluation. Where can I access the CPE Record? The CPE Record is located in the Assessments section of the course material. After selecting View Task, scroll to the Supporting Documents section to download the file. Because the document contains multiple live links, it is recommended that students save and complete it electronically rather than printing it. What should my CPE schedule table look like? The CPE schedule table is used to plan and track progress across required deliverables. A standard format includes three columns, as shown below: Deliverable Estimated Time (Hours/Minutes) Anticipated Completion Date 1a. CPE schedule table     1b. LinkedIn profile     1c. GoReact video and feedback     1d. Reflection summary     2a. Social and emotional intelligence (SEI) table     2b. GoReact video and feedback     2c. Reflection summary     Students requiring assistance with table creation may contact the Student Success Center. What does the Social Emotional Intelligence (SEI) table look like? The SEI table is designed to demonstrate applied understanding of social and emotional intelligence competencies in workplace scenarios. The table typically includes the following columns: Social Emotional Intelligence Power Skill SEI Skill Sets Scenario Description Power Skill 1 Two related SEI skills Scenario demonstrating skill use Power Skill 2 Two related SEI skills Scenario demonstrating skill use Power Skill 3 Two related SEI skills Scenario demonstrating skill use Power Skill 4 Two related SEI skills Scenario demonstrating skill use Power Skill 5 Two related SEI skills Scenario demonstrating skill use Each scenario should illustrate how the identified skills contribute to fostering a healthy, collaborative workplace environment. How do I cite diagrams from the “Social and Emotional Intelligence ‘Power Skills’” reading (p. 29)? APA 7th edition formatting should be used when citing diagrams or concepts from this reading. Reference format:Western Governors University. (n.d.). Social and emotional intelligence power skills. Professional Presence and Influence. Western Governors University. Narrative citation example:Western Governors University (n.d.) explains that… Parenthetical citation example:(Western Governors University, n.d.) For subsequent citations, abbreviations may be used:Western Governors University (WGU, n.d.) or (WGU, n.d.). Where do I submit my completed CPE Record? The finalized CPE Record must be uploaded separately through the submissions tab. It should not be included in the OneNote ePortfolio. How will I know when I am ready to submit my CPE? Students are ready to submit once all Phase 1 and Phase 2 deliverables are completed, uploaded to the ePortfolio, and the CPE Record is signed and dated. Both the ePortfolio link and the CPE Record must be submitted independently through the submission portal. GoReact Videos Where can I find information about GoReact? Guidance on GoReact is available on page 9 of the Course

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date Phase 1 Summary Reflecting on the knowledge acquired throughout this course and the completion of Phase 1 activities, I have gained a more comprehensive understanding of leadership principles, effective leadership behaviors, and the role of mindfulness in professional practice. The course emphasized intentional self-reflection, which allowed me to critically examine my leadership approach within the hospital environment and identify specific areas for growth. This structured reflection has supported my professional development and strengthened my confidence as a nurse leader. A key practical outcome of Phase 1 was the development of a professional LinkedIn profile. Establishing this profile enabled me to begin building a professional network with other nurse leaders and healthcare professionals. Through this experience, I learned the importance of leveraging digital platforms to enhance professional visibility, foster collaboration, and remain informed about leadership opportunities within healthcare. Moving forward, I plan to consistently use LinkedIn as a professional development and networking resource. An essential lesson from this course was the value of therapeutic listening and intentional communication. Strengthening these skills has positively influenced my interactions with colleagues, particularly those who may be resistant or disengaged. When addressing concerns such as incomplete tasks or noncompliance, I intentionally shifted my communication style from asking “why” questions to asking “what” questions. Rather than implying blame, I now focus on identifying obstacles and offering support by asking questions such as, “What barriers are preventing this from being completed?” and “What resources or tools do you need to be successful?” This approach has fostered trust, encouraged collaboration, and improved both staff engagement and patient satisfaction. While I continue to refine my active listening and mindfulness skills, the strategies learned in this course have provided a strong foundation for ongoing leadership growth. What Have I Learned About Professional Presence? Through reflection on my Phase 1 CPE activities, I have recognized significant growth in my professional presence. I have become more self-aware of how my communication style, behaviors, and values shape how others perceive me as a leader. Throughout my nursing career, I have often stated that my motivation for entering the profession was “to help people and make a difference.” However, the readings and reflective exercises in this course allowed me to explore this motivation more deeply. As a result, I now have greater clarity regarding my personal strengths, areas for improvement, and long-term professional goals. This insight has strengthened my sense of purpose and reinforced my commitment to ethical, compassionate, and effective leadership within healthcare. Developing a strong professional presence has also enhanced my ability to lead authentically and align my actions with my core values. How Has Updating My LinkedIn Profile Influenced Me? Updating my LinkedIn profile was a transformative experience prompted by this course. Previously, I had not prioritized maintaining an online professional presence. However, in today’s digital and interconnected healthcare environment, an updated professional profile is essential for networking, career advancement, and professional credibility. One of the most challenging aspects of this process was writing the “Summary” section. Initially, I felt uncertain and insecure about articulating my professional identity. Through reflection, I was able to clearly express my passion for nursing, my leadership philosophy, and my career aspirations, even while acknowledging the challenges experienced during the COVID-19 pandemic. Completing this profile helped me feel connected to a broader professional community and reinforced my sense of belonging among nurse leaders. Additionally, exposure to recruiters and career opportunities has increased my optimism and motivation as I approach the completion of my academic program. What Are My Plans for Support and Accountability? To sustain my professional growth and leadership development, I plan to actively engage with established sources of support and accountability. Regular communication with my mentor will remain a priority, as mentorship provides encouragement, constructive feedback, and professional guidance. Although initiating consistent phone conversations may feel challenging at times, I recognize their importance in maintaining accountability and professional momentum. In addition, I intend to utilize course instructors as academic and professional resources when facing uncertainty or challenges related to coursework or leadership practice. Knowing that experienced professionals are available for guidance increases my confidence and reinforces my willingness to seek assistance when needed. These support systems will play a critical role in my continued leadership development. Summary Table of Key Insights Question Answer / Reflection What have I learned about leadership? Leadership requires mindfulness, self-awareness, and effective communication, with an emphasis on supportive, solution-focused approaches rather than blame. How has therapeutic communication helped me? It strengthened professional relationships by replacing “why” questions with “what” questions, promoting understanding, collaboration, and improved staff and patient satisfaction. How have I developed my professional presence? Through increased self-reflection, improved communication, and a clearer understanding of my professional values, strengths, and career vision. What impact did updating my LinkedIn profile have? It enhanced my professional identity, expanded networking opportunities, increased career visibility, and fostered a sense of belonging within the nursing community. How do I plan to maintain accountability? By engaging regularly with my mentor and instructors to receive guidance, encouragement, and expert feedback. References American Nurses Association. (2021). Nursing: Scope and standards of practice (4th ed.). ANA Publishing. Brown, B. (2018). Dare to lead: Brave work. Tough conversations. Whole hearts. Random House. D024 Phase 1 Reflection on Leadership and Growth Strategies Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press. Sherman, R. O. (2022). The nurse leader coach: Become the boss no one wants to leave. Sigma Theta Tau International.

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date Joy in the Workplace: Force Field Analysis Purpose and Context of the Force Field Analysis The purpose of this force field analysis is to evaluate the feasibility and potential impact of implementing a dedicated “sunshine” nurse role within the clinical setting. The central question addressed in this analysis is whether the benefits of this role outweigh the barriers to its implementation. Using Lewin’s force field framework, the analysis systematically examines facilitating forces that support the recommendation and restraining forces that may hinder its success. Each force is assigned a numerical value ranging from 1 (weak influence) to 5 (strong influence) to assess its relative impact on organizational change. Facilitating Forces Supporting the Recommendation How does the “sunshine” nurse role improve patient outcomes? One of the most influential facilitating forces is the potential for improved patient outcomes, which received the highest score of 5. The “sunshine” nurse would provide direct support to novice nurses while also assisting with high-acuity or complex patients. By offering clinical guidance and intervention when needed, this role enhances patient safety, reduces clinical errors, and promotes timely decision-making. Evidence suggests that additional clinical support positively correlates with improved quality of care and reduced adverse events. In what ways does this role reduce stress among nursing staff? Another significant facilitating factor is the reduction of stress experienced by newly hired or less experienced nurses, rated at a score of 4. Transitioning into clinical practice is often associated with high levels of anxiety and burnout. The availability of a “sunshine” nurse offers emotional reassurance, real-time problem-solving, and mentorship, which can foster confidence and professional growth. Lower stress levels among nurses are associated with higher engagement and improved retention rates. How does the role contribute to patient safety and education? The “sunshine” nurse also functions as a safety net for critically ill patients by conducting focused assessments and monitoring patient status, earning a score of 5. Additionally, the role supports ongoing education by sharing clinical knowledge across units during shifts, which received a score of 3. This educational function promotes evidence-based practice and strengthens interdisciplinary collaboration. Can the role assist with staffing challenges? In situations of short staffing, the “sunshine” nurse can temporarily assume patient assignments, helping maintain continuity of care. This flexibility contributes to operational stability and was assigned a score of 3. Overall, the cumulative score for facilitating forces is 20, indicating strong organizational support for implementing the role. Restraining Forces Limiting the Recommendation What staffing challenges may arise from implementing this role? The most significant restraining force involves concerns regarding night shift coverage, with a score of 4. Reassigning nurses to fulfill the “sunshine” role may reduce available bedside staff during critical hours, potentially increasing workload for remaining nurses and compromising patient care. How do training requirements affect feasibility? Training requirements present another barrier, scoring 3. Preparing nurses for this specialized role requires time, mentorship, and temporary removal from direct patient care responsibilities. Although necessary for role effectiveness, this diversion of resources may strain already limited staffing capacity. Are financial costs a significant barrier? The financial cost associated with training and role development was identified as a minor restraining force, receiving a score of 1. While the expense is relatively low compared to long-term benefits, budgetary constraints remain a consideration in healthcare organizations. What risks exist regarding role utilization and fairness? There is also concern that the “sunshine” nurse may not be consistently needed during all shifts, reducing role efficiency (score of 3). Additionally, the potential for perceived favoritism or bias in staff interactions received a score of 2, highlighting the need for clear role expectations and equitable practices. The total score for restraining forces is 6, suggesting that while challenges exist, they are manageable with appropriate planning. Summary Table of Force Field Analysis Force Category Score (1–5) Description Facilitating Force 1 5 Improves patient outcomes through support of new nurses and high-acuity patients Facilitating Force 2 4 Reduces stress and increases confidence among novice nurses Facilitating Force 3 5 Enhances patient safety through focused assessments Facilitating Force 4 3 Provides education and skill-sharing across units Facilitating Force 5 3 Assists with staffing shortages when necessary Total Facilitating Score 20   Restraining Force 1 4 Potential lack of night shift coverage Restraining Force 2 3 Training requires temporary removal from patient care Restraining Force 3 1 Financial cost of training Restraining Force 4 3 Role may not be needed during all shifts Restraining Force 5 2 Risk of favoritism or perceived bias Total Restraining Score 6   Conclusion and Implications for Practice The force field analysis demonstrates that the proposed “sunshine” nurse role is strongly supported by facilitating forces that significantly outweigh restraining forces. The role has the potential to improve patient outcomes, enhance nurse satisfaction, reduce workplace stress, and promote a culture of learning and collaboration. Although staffing logistics, training demands, and role clarity present challenges, these barriers can be mitigated through strategic planning, equitable role guidelines, and leadership support. Overall, the implementation of this role aligns with organizational goals of fostering joy in the workplace while maintaining high standards of patient care and safety. References Kotter, J. P. (1996). Leading change. Harvard Business Review Press. Lewin, K. (1951). Field theory in social science: Selected theoretical papers. Harper & Row. D024 Joy in the Workplace: Force Field Analysis Summary Salanova, M., Agut, S., & Peiró, J. M. (2005). Linking organizational resources and work engagement to employee performance and customer loyalty: The mediation of service climate. Journal of Applied Psychology, 90(6), 1217–1227. https://doi.org/10.1037/0021-9010.90.6.1217

Student Name Western Governors University D024 Professional Presence and Influence Prof. Name Date  MSN Core Word E-Portfolio Template This e-portfolio serves as a comprehensive record of the Clinical Practice Experience (CPE) activities required for the D024 course. It compiles structured evidence, personal reflections, and analytical summaries that collectively illustrate professional development, heightened self-awareness, and the practical application of social and emotional intelligence (SEI) competencies crucial for advanced nursing roles. All deliverables specified in the CPE Record have been incorporated into this portfolio to ensure thorough documentation and demonstration of learning. Phase 1 – CPE Activity Evidence and Task Deliverables What does Phase 1 focus on in this Clinical Practice Experience?Phase 1 is dedicated to building a professional presence, reflecting deeply on one’s career identity, and engaging in foundational professional growth activities. This phase emphasizes intentional development and self-assessment to align current academic status with future nursing practice aspirations. 1a. What is the CPE Schedule Table and how was it utilized? The CPE Schedule Table outlines all required Clinical Practice Experience activities, estimated durations, and targeted completion dates. This table functioned as a critical tool for planning, tracking, and managing progress, ensuring timely completion of tasks throughout the course. Required CPE Activities (Deliverables) Estimated Time Anticipated Completion Date CPE schedule table 10 minutes June 1 Screenshot of professional profile 30 minutes June 2 Three screenshots from GoReact activities 30 minutes June 4 Written reflection summary (Phase 1) 1 hour 30 minutes June 6 Social/Emotional Intelligence (SEI) table 1 hour June 5 Three screenshots from GoReact activities (Phase 2) 1 hour June 6 Written reflection summary (Phase 2) 1 hour 30 minutes June 7 This schedule supported a structured approach to balancing academic and professional development activities, reinforcing accountability and time management skills. 1b. What evidence is provided to demonstrate a professional online presence? A screenshot of a professional social media profile, such as LinkedIn or Twitter/X, is included as tangible proof of the development of an intentional and evolving online professional identity. This profile reflects alignment with nursing values and the future goals of advanced nursing practice, showcasing the importance of digital professionalism in contemporary healthcare environments. 1c. How is engagement with professional communication exercises documented? Participation in required GoReact activities is documented through three screenshots, demonstrating active involvement in exercises designed to enhance communication skills essential to nursing professionalism. 1d. What insights were gained from the written reflection summary of Phase 1? Phase 1 reflections centered on forging a professional identity that accurately represents current academic progress as a graduate nursing student, while clearly articulating aspirations as a future nurse practitioner. Crafting a professional bio served as a deliberate reflective exercise to communicate core values, priorities, and future direction. The bio statement focuses on three pillars: growth, connection, and the future of patient care. Growth embodies self-awareness and self-management, highlighting the importance of continuous learning, adaptability, and resilience. Connection emphasizes the value of therapeutic relationships, teamwork, and effective communication. The focus on future patient care underscores skills such as goal-setting, strategic planning, and maintaining a professional vision aligned with evolving healthcare demands. Although formal membership in nursing organizations was not established at this stage, the phase encouraged exploration of professional associations, especially those specializing in chronic disease management, reflecting personal clinical experiences in cardiology and progressive care. These experiences shaped a patient-centered approach, advocating for emotional regulation and presence during vulnerable moments. Furthermore, the importance of professional communities and mentorship was underscored, with anticipated involvement in groups like the American Association of Nurse Practitioners to support ongoing professional growth and networking. Overall, Phase 1 emphasized that professional presence extends beyond formal qualifications to include authenticity, deliberate communication, and congruence between personal values and nursing practice. Phase 2 – CPE Activity Evidence and Task Deliverables What is the primary focus of Phase 2 in the Clinical Practice Experience?Phase 2 concentrates on applying Social and Emotional Intelligence (SEI) competencies—termed power skills—within nursing practice settings. This phase integrates theory with practical examples to highlight the role of SEI in effective nursing leadership and patient care. 2a. What are the core Social and Emotional Intelligence competencies and how are they applied? The table below presents essential SEI domains, their related power skills, and clinical scenarios that illustrate their significance in nursing practice. SEI Domain Power Skills Applied Scenario Self-awareness Mindfulness, self-confidence, patience Recognition of how confidence may be misinterpreted led to mindful adjustments in nonverbal communication to appear more approachable. Self-management Resiliency, self-discipline, attention to detail Managing unexpected clinical events demanded resilience and discipline to maintain care quality under pressure. Interpersonal communication Conflict resolution, verbal/digital communication, active listening A workplace conflict arising from text-based feedback highlighted the need for verbal communication and active listening for resolution. Executive function Critical thinking, problem-solving, self-directed learning Independent clinical decision-making required proactive learning and analytical thinking to adapt to complex patient needs. Social awareness Empathy, cultural awareness, perspective-taking Caring for a non-English-speaking patient emphasized the importance of cultural sensitivity and compassionate presence. These competencies illustrate how SEI power skills foster patient-centered care, enhance teamwork, and support professional resilience. 2b. How is continued engagement in professional communication activities shown? Three screenshots from Phase 2 GoReact activities serve as proof of ongoing commitment to communication skills development and reflective practice, further demonstrating consistent application of course learning. 2c. What reflections emerged from Phase 2 regarding Social and Emotional Intelligence? Phase 2 reflections emphasized the vital role of SEI in nursing professionalism. The framework clarified how interconnected skills—self-awareness, self-management, interpersonal communication, executive function, and social awareness—collectively enhance leadership abilities and patient-centered outcomes. Increased self-awareness highlighted the delicate balance between confidence and approachability necessary to foster trust. Mindful regulation of nonverbal cues became integral to maintaining positive professional relationships. Self-management was reinforced through experiences demanding adaptability and discipline under stressful conditions. The importance of intentional communication was underscored by real-world conflict scenarios, demonstrating that modality choice and active listening are essential for resolution and maintaining professional integrity. Executive function skills were bolstered through autonomous clinical practice requiring critical analysis and prioritization,