Individuals need to possess a set of some unique attributes for them to be ideal rulers. The perfect leader can delegate duties without bias, be self-confident, visionary, and efficiently communicate with the members (Baker, 2019). I will maintain a positive attitude in my future leadership plans even if the prevailing circumstances are not good. As the ruler, I will always inquire and never assume that they are aware of everything. My aim is never to be afraid of making mistakes and to believe in getting feedback on creating future improvements. As the group’s leader, my priority will be to concentrate on developing the organization’s members. This will significantly improve my members’ confidence and the trust put in me as their ruler. This paper will examine me as an ideal leader, what students dislike if I am a poor leader and nursing student leadership.
The first step of myself becoming an ideal student leader encompasses understanding my style of leadership. The ruler needs to assess his areas of weakness and focus on the areas he needs to improve (Thompson & Miller, 2018). My focus is to encourage creativity among the group members. Influential rulers provide the right environment for their members to realize these goals. I will serve as a role model that the group representatives can emulate and always be dependable. Transformational rulers show excellent examples that their followers can easily emulate. Passion about spearheading the organization in the right direction will be my top personal goal. My attention will have to listen and communicate efficiently with my followers. I often would do encouragement of the stakeholders and share the organizational consciousness with my members. In this way, I can quickly become a transformational leader who is enthusiastic, energetic, and passionate about his stakeholders. My effort would not just be helping the group achieve its goals but maximize each member’s potential.
Leaders’ actions can determine whether students prefer them or develop a negative attitude towards them. I must aim at being a leader with desirable qualities that will encourage students ruled to love me. Nursing students are integrating transformational leadership in their current daily practice (Fischer, 2017). In the clinical setup, the lecturers grouped use into ward round groups, each having ten students. The members choose me as the nursing student among the ten to be their leader. In my leadership, I encouraged my colleagues to reach high levels of gaining knowledge during ward rounds. It produces a valuable change within the group members, aiming to grow into future influential group leaders like me. I challenged the group members to go above and beyond what people expect from them, helping them become better future nurses. The leader creates a vision for the team and encourages them to make the dream a reality.
The desirable qualities offered by transformational nursing student leaders make it easier for them to be likable leaders to their colleagues. I understood that rulers helping colleagues solve clinical problems by quickly linking them to the lecturers makes the students prefer such people. Such leaders form an integral part of their groups, making their colleagues work hard to become better future practitioners (Fischer, 2017). This good relationship between the nursing scholars and their group leaders leads to a positive relationship between students and patients. I noted that the patients’ level of trust with the students significantly improved under my leadership. This good relationship also improves the satisfaction among the nursing scholars, consequently leading to improved students’ psychological well-being. I noted that positive mental health among the students directly correlated to their overall enhanced academic performance. Thus, an ideal leader influences determining the overall academic performance of his colleague.
One group reported having an unfavorable student leader, and the students disliked the leader. The leader showed poor communication skills and lacked the self-awareness of how to lead the group properly. There was poor relaying of information from the leader to his fellow group members, and even some ended up missing some ward rounds. He was lazy and lacked the focus he needed to put in his study. There was a poor relationship with the patients during the clinical, and thus students felt the incompetent leadership (van Diggele et al., 2020). The members of the group and I were dissatisfied with the administration and appointed another person they believed could drive the group to the destined heights. When a leader is not acting diligently in his duties, remaining silent about poor guidance is wrong. The members should find the right solution, even if it means evicting the ruler to find a competent one. The lecturers supported the idea of the student deciding to find a transformative leader who could drive them to the destined goals.
I demonstrated exemplary leadership within the student-based group that I was chosen to lead. Poor management elevates the dissatisfaction of the learners towards their student leaders, while a transformational ruler will encourage both the members’ and group’s success. I was a transformative leader that listened to my followers, and I offered guidance to my members in terms of crisis. A poor ruler may aggravate the anger of colleagues and even end up removing the officer from power. A good relationship between the leaders and students directly correlates in improving the nursing students’ clinical and academic performance. As a transformative ruler, I made tough decisions for the sake of the people I ruled to benefit them.
References
Baker, C. (2019). What makes a good leader. Early Years Educator, 21(7), 33–34.
Fischer, S. A. (2017). Transformational leadership in nursing education. Nursing Science Quarterly, 30(2), 124–128. Web.
Thompson, S. A., & Miller, K. L. (2018). Disruptive trends in higher education: Leadership skills for successful leaders.Journal of Professional Nursing, 34(2), 92–96.
van Diggele, C., Burgess, A., Roberts, C., & Mellis, C. (2020). Leadership in healthcare education.BMC Medical Education, 20(S2).