Please follow all the instructions and let me know if you can do it. See attachments 

1

4

Professional Paper

Your Name (without credentials)

Chamberlain University College of Nursing

NR351: Transitions in Professional Nursing

Name of Instructor

Assignment Due Date

Delete all yellow highlighted words throughout this template.

Professional Paper (paper title, begins on page 2)

(No heading of Introduction) Explain that this paper is a summary of the assigned article, followed by explanation of the impact of the article contents on your own future professional nursing practice. Length for this section must be 50-75 words.

Assigned Article Summary

This section should be a revised and enhanced version of what you wrote in your Week 4 Professional Paper Worksheet based on feedback from your instructor on that assignment. Appropriate revisions made from Week 4 Professional Paper Worksheet will be crucial to improve your score.

Type statements that summarize the assigned article in this section. This paper should include a summary of the most important ideas in the assigned article (revised from Week 4 Professional Paper Worksheet). One or two short direct quotations (with appropriate citations) including the assigned sentence for quotation must be used in this section (improved and revised from Week 4). There should be no prior knowledge, experience, or your own opinion in this section. All paraphrased ideas and facts (including the assigned sentence for paraphrasing) must originate from and be cited to the assigned article. No information should be included from other sources. See rubric for other criteria.

Add paragraphs here as needed. Length for this section must be 175-200 words.

Impact of Assigned Article Content on Future Practice

Type statements here about the impact that the content of the assigned article will have on your future professional nursing practice. This portion of the paper must be your own ideas about how your own future practice will be impacted by content of the assigned article. Since ideas are your own, use of first person is appropriate and no citations are needed in this section. See rubric for other criteria.

Add paragraphs here as needed. Length for this section must be 125-150 words.

Conclusion

Write a concise summary of the paper here. A concluding statement is also to be provided in this section. Length for this section must be 75-100 words.

References (centered, bold, begins on a new page)

Type the reference for the assigned article here using hanging indent and double line spacing (under “Paragraph” on the Home toolbar ribbon). See your APA Manual and the resources in the APA section of Resources for reference formatting.

As you are working on your Week 6 Professional Paper, here is a helpful hint to support your success. Pay close attention to the rubric and make sure the each area is within the assigned word count range. As you’ll see on the rubric, you can lose quite a few points if you don’t stay within these limits. I don’t want you to lose points for this reason. Remember that writing in a complete but concise manner is needed to adhere to these word limits. There is a word count feature in Word that will easily do this for you.

Here is a reminder of the required word counts for each section:

Introduction: 50-75 words

Assigned Article Summary: 175-200 words

Impact of Assigned Article Content on Future Practice: 125-150 words

Conclusion: 75-100 words

You will find this required word counts in the directions, rubric, and the assigned template. I look forward to reading your paper!

Here’s the Article

Instructions:

This assignment will be uploaded automatically to Turnitin upon submission to verify this is your original work and no parts were copied from another student.

Turnitin is now more closely integrated with Canvas. To submit your assignment to Turnitin, follow the steps provided.

1. Click the orange

Submit Assignment button at the top of the page to open the upload window.

2. Under the File Upload tab, click on Browse to select your assignment file you want to upload.

3. Check the box to agree to the Turnitin End-User License Agreement.

4. Click Submit Assignment.

5. Your Turnitin report will be visible in the Assignment Details or Grades section of your course.  

Resources

Please refer to the documentation available on the 

Turnitin Resource page

.

· Submitting Assignments to Turnitin explains how to submit an assignment with Turnitin enabled.

· Understanding Turnitin Similarity Reports shows how to access, view, and understand a Turnitin similarity report.

· Reviewing Graded Turnitin Assignments shows how to view feedback and similarity score reports on a graded Turnitin assignment.

Please contact your instructor if you have any questions.

Note: Chamberlain Programs may vary in usage of Turnitin features and grading options.

Purpose

The purpose of this assignment is to allow the learner to demonstrate good organization, appropriate scholarly writing, and correct APA formatting in writing a professional paper.

Course Outcomes

This assignment enables the student to meet the following course outcomes:

· CO 3: Demonstrate effective communication and interprofessional collaboration in professional decision-making. (POs 3, 4)

· CO 4: Apply concepts of ethics and professionalism to nursing practice, nursing roles, and academic development. (POs 5, 6)

Due Date

Sunday end of Week 6, 11:59 p.m. MT.

Points

225 points

Late Assignment Policy

If the assignment is not submitted by due date, a late deduction will be applied. See rubric below.

Directions

1. Carefully read these directions and the grading rubric below.

2. Download the required template below under

Template

.

3. Rename that template as Your Last Name Professional Paper x. This must be saved as a Microsoft Word document ( x). Save it to your own computer or flash drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Save your work often.

4. View the Week 6 Professional Paper Tutorial below.

5. In the NR351 Announcements, locate the announcement entitled IMPORTANT: Assigned Article for Weeks 4 & 6 Assignments. In this announcement you will find:

a. The link to the assigned article (you must be logged into the Chamberlain Library before clicking the link). Download this article in PDF format to your own computer for use in this assignment. Read the entire article once downloaded and saved.

b. The location of the required sentence for the quotation and citation.

c. The location of the required sentence for paraphrasing and citation.

d. NOTE: This is the same article used for the Week 4 Professional Paper Worksheet.

6. This assignment must use the required article stated in the announcement described above to complete the following items:

a. Title Page

b. Introduction

i. Explain that this paper is a summary of the assigned article

ii. Explain that the impact of the article contents on your own future practice will be presented

iii. Length of Introduction must be 50-75 words

c. Assigned Article Summary

i. Clearly summarize the major content of the assigned article. This should be an improved version of your Week 4 submission.

ii. One or two short quotations with citations (must include the assigned sentence for quotation)

iii. Several paraphrased areas with citations (must include the assigned sentence for paraphrasing)

iv. Length must be 175-200 words

d. Impact of Assigned Article Content on Future Practice

i. Clearly state how learning from the assigned article will impact your future practice

ii. Must be your own ideas about the impact of the article on your future nursing practice

iii. Use first person in this section

iv. No citations are needed in this section

v. Length must be 125-150 words

e. Conclusion

i. Write a concise summary of the main points of the paper

ii. Provide a concluding statement

iii. Length must be 75-100 words

f. Reference for the assigned article should be a revised version of the Week 4 reference improved based on your instructor’s Week 4 feedback. Include the following:

i. Author(s)

ii. Year

iii. Article title

iv. Journal name

v. Volume number

vi. Issue number

vii. Page numbers

viii. Parentheses

ix. Double line spacing

x. Hanging indent

xi. DOI if available

7. Each of required items above is clearly described on the Professional Paper Template and

Rubric

(below on this page).

8. When your Week 6 Professional Paper Assignment is completed, save and close the completed template. Follow the submission instructions at the top of this page to upload your assignment.

Template

Professional Paper Template [LINK] (Links to an external site.)

Best Practices

· Please use your browser’s File setting to save or print this page.

· Use the template provided. Points will be deducted for incorrect or no template used.

· Contact your instructor with any questions.

Scholarly Sources and Citations

· Cite and reference the required article in APA format

Rubric

NR351 W6 Professional Paper Assignment Rubric

Exceptional
Title page adheres to APA format (0-1 errors).

4 pts

Exceeds
Title page mostly adheres to APA format (2 errors).

3 pts

Meets
Title page somewhat adheres to APA format (3 errors).

2 pts

Needs Improvement
Title page poorly adheres to APA format (4 or more errors).

Developing
No title page.

5 pts

5 pts

Exceptional
Clearly explains that paper is summary of the assigned article and explains that the impact of article contents on own future professional nursing practice will be included. Length is 50-75 words.

18 pts

Exceeds
States in a mostly clear manner that paper is summary of the assigned article and explains that the impact of article contents on own future professional nursing practice will be included. Length is 50-75 words.

16 pts

Meets
Vaguely explains that paper is summary of the assigned article and explains that the impact of article contents on own future professional nursing practice will be included. OR uses 25-45 or 80-100 words (10-25 words over or under required amount).

8 pts

Needs Improvement
Did not sufficiently explain all required items in previous columns of this criterion. OR uses fewer than 25 words or more than 100 words (25 or more words over or under required amount).

0 pts

Developing
Did not provide an introduction.

20 pts

Exceptional
Clearly summarizes the major content of the assigned article using 175-200 words. Content includes main ideas from across the entire article. Specifics are excellent. The Summary contains appropriately formatted assigned quotation, assigned paraphrased sentence, additional paraphrased areas, and citations. Excellent revisions from Week 4 Professional Paper Worksheet based on Week 4 instructor feedback.

57 pts

Exceeds
Summarizes the major content of the assigned article using 175-200 words. Content includes most of the main ideas from across the entire article. Specifics are good. The Summary contains mostly well formatted assigned quotation, assigned paraphrased sentence, additional paraphrased areas, and citations. Good revisions from Week 4 Professional Paper Worksheet based on Week 4 instructor feedback.

52 pts

Meets
Summarizes a fair amount of the content of the assigned article. Content includes a fair amount of the main ideas from across the entire article. Specifics are fair. The Summary is missing the assigned quotation, assigned paraphrased sentence, OR citations. Fair revisions from Week 4 Professional Paper Worksheet based on Week 4 instructor feedback. OR word count is 125-165 or 210-250 (10-50 words over or under required amount).

Needs Improvement
25.0 pts Needs Improvement Provides a summary but assigned article is not used. OR any of the following: Word count is fewer than 75 or over 250 words (51 or more words over or under required amount); Content includes few of the main ideas from across the entire article. Specifics are poor; The Summary is missing the assigned quotation, assigned paraphrased areas, AND citations.

0 pts

Developing
No article summary is provided.

65 pts

65 pts

Needs Improvement
Writes a poor summary of this paper. Writes a poor concluding statement. OR word count is fewer than 40 or over 135 words (35 or more words over or under required amount).

0 pts

Developing
Did not provide a conclusion section.

25 pts

10 pts

10 pts

10 pts

10 pts

0 pts

Previous

Next

Learn to manage

yourself-Assignment 4 and 6

68 AJN ▼ February 2020 ▼ Vol. 120, No. 2 ajnonline.com
Learn to Manage Yourself
It’s the first step in learning to manage others.
Learn to manage yourself before
you try to lead anyone else.1
W hen nurses move into leadership roles, they usually focus their attention on learning core business skills such as
financial management, human resource management,
and monitoring outcomes and quality measures.1
Although these skills are crucial to effective leader-
ship, leadership failure is usually due not to a lack
of business skills but rather to a consequence of
poor self-management.2 Skilled leadership begins
with effective self-management. It means being
aware of your automatic, passionate—and some-
times nonproductive—responses to situations in
order to avoid “emotional hijacking.” For some
leaders, this is challenging because it requires
both self-reflection and a willingness to change
behaviors.3
Self-management has three key components. The
first is self-knowledge, which is the ability to reflect
on our talents, values, and preferred working style
and then strategically place ourselves where we can
make the most significant contribution.4
The second is emotional intelligence, or the ability
to effectively manage our reactions and emotions.5
Emotionally intelligent leaders have the ability to
quickly scan a wide range of potential responses in a
situation and then choose the one that is likely to
yield the most favorable outcome. Leaders who
develop skills in managing themselves know how
their communication and actions affect others. They
pay attention to cues in the environment.
The third is the ability to remain resilient when
faced with adverse circumstances. A leader who is
resilient can effectively bounce back from problems
and challenges. Resilient leaders can grow from
their failures. They don’t view them as a negative
reflection of their abilities or self-worth.
The good news is that these self-management
skills can be learned. The purpose of this article is to
present these three components of self-management
along with strategies you can use in your profes-
sional and personal life to more effectively manage
yourself.
SELF-KNOWLEDGE
In 1999, Peter Drucker wrote a now classic article,
“Managing Oneself,” for the Harvard Business
Review.4 He observed that there are few natural
achievers in life and that most of us will need to
learn to manage ourselves to be successful. To do
this, we need to know ourselves well enough to
choose work in areas where we can make our great-
est contribution. As an example, Mary is a staff
nurse in critical care. She is an excellent clinician
who enjoys patient care. Her chief nursing officer
wants her to consider becoming a critical care man-
ager. She has strong organizational skills and is well
liked by staff, yet she is not sure that a leadership
role is where she can make her greatest contribu-
tion. This is where self-knowledge becomes impor-
tant before one makes a career change. Drucker
suggested that self-knowledge involves asking our-
selves the following four questions:
What are my strengths? When evaluating per-
formance, most leaders have historically focused
their attention on fixing weaknesses or deficits.
Contemporary leaders now understand that to
manage oneself effectively, it is important to maxi-
mize your strengths and minimize your weaknesses.
In his work with leaders, Drucker observed that
most people are not that good at identifying their
strengths and weaknesses.4 He was an early propo-
nent of the concept of strengths-based leadership.
Excellence, he proposed, comes when one operates
from a combination of one’s strengths and self-
knowledge. We lead in different ways, according to
our talents. You can use talent assessments such as
the CliftonStrengths assessment to learn about your
unique gifts (available for purchase at www.gallup.
com/cliftonstrengths/en/home.aspx). In the absence
of such an assessment tool, you can reflect on what
you do best and which aspects of your role in your
work come to you effortlessly.
How do I get things done? Drucker contended
that few of us ever stop to analyze how we take in
new information, what our learning style is, or how
we get our work done.4
A good question to ask yourself is whether you
are a reader or a listener. Understanding this dimen-
sion of how you learn helps you consider how you
PERSPECTIVES ON LEADERSHIP

http://www.gallup.com/cliftonstrengths/en/home.aspx

http://www.gallup.com/cliftonstrengths/en/home.aspx

ajn@wolterskluwer.com AJN ▼ February 2020 ▼ Vol. 120, No. 2 69
best absorb new information. If you are by nature a
reader, you may need to follow up conversations
with some reading on the topic. It is also helpful to
understand your learning style. Do you need to
write or take notes to gain clarity on a subject, or
do you want to talk through a problem? Working
style preferences are also important. Some of us
work better alone, and others prefer teamwork.
Consider how you manage stress. Not all of us can
do our best work in highly stressful situations. Also,
ask yourself whether you want to be a decision
maker or prefer to play a supporting role.
What are my values? Your values should be the
ultimate litmus test of whether a job is the right one
for you or not. Do the organization’s culture, mis-
sion, and strategic direction align with what you
believe is essential in your work? They don’t need
to be the same, but they do need to be close enough
to coexist. When your values and those of your
organization conflict, it may be impossible to do
your best work and support the company’s goals.
Where do I belong? Figuring out where you
belong in the world can be a challenge. Some roles
are a great fit with our strengths and talents, and
others are not. Many nurses are not comfortable in
leadership roles and would prefer to work more
closely with patients. Recognizing this to be true
about yourself requires courage and insight.
EMOTIONAL INTELLIGENCE
The second component to self-management is emo-
tional intelligence. Where once your IQ or intelligence
quotient was considered a crucial factor in career suc-
cess, today it is more important to consider emotional
intelligence (also known as emotional intelligence
quotient, emotional quotient, and mostly commonly
EQ).5 The concept of emotional intelligence has been
discussed since the 1960s, but it was Daniel Goleman
who popularized it in the 1990s, noting that rules
relating to work had changed.6 Although expertise is
obviously still important, we are now also judged on
how effectively we manage ourselves.
Emotional intelligence is the ability to monitor our
emotions and control our responses to what we are
feeling. In today’s complex and rapidly changing health
care environment, nurse leaders are often responsible
for enacting new policies and procedures that person-
ally frustrate them. What happened to another nurse,
Mark, is a good example of this. He manages an ED
that is short staffed. A new policy requires that his staff
monitor a dashboard hourly to ensure that patient
throughput, the time from arrival to discharge, occurs
in less than 45 minutes. This is not practical during
times of high patient volume. Mark gave his input to
hospital leadership, but the new policy was approved
and now needs to be implemented. In his case, part of
being an emotionally intelligent leader means he needs
to control his emotional reactions to the required
change and help with implementation.
Emotional intelligence is crucial in today’s health
care work environments, which are emotionally
demanding for both nurses and their leaders. There
is a strong business case to be made for emotional
intelligence. Codier and Codier suggested that
higher emotional intelligence in the nursing work-
force could make patient care safer and that the
quality of relationships with patients and team
members has a direct impact on patient outcomes.7
Nurses with high emotional intelligence have stron-
ger problem-solving and conflict management skills.
They don’t take the negative emotions of others per-
sonally. Like Mark, they recognize that some deci-
sions are within their control and others are not.
Goleman identified four crucial components of
emotional intelligence6:
• Self-awareness is the ability to recognize your
emotions and how they affect your thoughts
and behavior. You know your strengths and
weaknesses and have self-confidence. You can
accept feedback and are self-reflective, with a
desire to continually improve.
• Self-management is the ability to control impul-
sive feelings and behaviors. When you have
strong self-management skills, you are able to
think through your strong emotional reactions
and not overreact to situations. You adapt to
changing circumstances and focus on building
trusting relationships.
• Social awareness is the ability to tune into the
feelings of others. Empathy is an important part
of social awareness. When we are socially aware,
By Rose O. Sherman, EdD, BSN, RN, NEA-BC, FAAN
P
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70 AJN ▼ February 2020 ▼ Vol. 120, No. 2 ajnonline.com
PERSPECTIVES ON LEADERSHIP
we are attuned to the needs and concerns of
others. We can quickly pick up on social or emo-
tional cues in our environment and adjust our
behavior. We understand the power dynamics in
situations and respect different points of view.
• Relationship management is the ability to apply
emotional understanding when dealing with
others. We recognize the need to clearly commu-
nicate with, inspire, and influence others if we
want to lead effectively and manage conflict.
When relationships are managed well, you can
both give and receive constructive feedback.
These four dimensions of emotional intelligence
are not only essential ingredients for effective nurs-
ing leadership but might also affect the style of lead-
ership a manager chooses to adopt. Spano-Szekely
and colleagues found in their work that there was a
strong positive relationship between a nurse manag-
er’s emotional intelligence and her or his adoption
of a transformational style of leadership.8
You can grow in your emotional intelligence skills
and avoid letting your emotions hijack your behavior.
Emotional intelligence is especially critical in leadership
today with resource constraints and other environmen-
tal forces that make care delivery more challenging. In
2015, Mackoff described the importance of a leader
being able to stop the clock and put space between an
emotionally laden situation and one’s response.9 Choos-
ing your response to significant events can be very liber-
ating. The following are actions you can take to assess
your emotional intelligence and potential problem areas:
• Seek feedback on your behavior to determine
how you are being received by others.
• Evaluate all negative feedback and reactions to
your behavior to look for areas where you may
have problems with emotional intelligence.
• Reflect on how you have managed your emo-
tions in highly charged encounters that involved
conflict and ask yourself whether there is room
for improvement.
• Assess how you manage your stress level and
whether this interferes with relationships with others.
• Conduct cognitive rehearsals when confronted
with difficult situations to plan how you will
manage if you are losing control in an emotion-
ally laden situation.
RESILIENC Y
An ability to remain resilient in the face of adversity
is the final component of effective self-management.
Taken from the Latin term for “leaping back,” resil-
iency is the ability to bounce back from adversity.10
Leaders who are resilient view difficulties as chal-
lenges, not paralyzing events. They are better able
to maintain perspective. They don’t drift into catas-
trophic thinking in times of crisis. This can be a
challenge for some nurse leaders. In a recent survey
study of resiliency in nurse managers, the lowest
(self-reported) scores were in the area of maintain-
ing perspective during adversity.11
Our experiences with adversity affect our resil-
iency, as do our natural levels of optimism, the
level of impact experiences have on our lives, our
social support system, and our propensity to rumi-
nate. Maria, a behavioral health director, is a good
example of how one’s experiences with adversity can
affect resiliency. As a young nurse in 1992, she was
working on the day Hurricane Andrew hit the
Miami area. Maria lost her home in the storm, as
did many of her colleagues. It was an extremely dif-
ficult time, but Maria rebuilt her life and today has a
different perspective on adversity—she frequently
counsels her young staff on the importance of resil-
iency. Martin Seligman, a psychiatrist and national
expert on resilience, believes that reframing how we
explain setbacks to ourselves is the key to develop-
ing resilience. Situations are rarely as bad or as good
as we frame them.12 The following three-step frame-
work is recommended by Roger and Petrie to evalu-
ate challenging experiences13:
1. Describe the experience or event. When thinking
about an incident, it is important to be objective
and stick to the facts. The information you’ll
need includes when the incident occurred, who
was involved, and where it happened.
2. Express your reaction to what happened. Reflec-
tive journaling has been found to be helpful in
promoting resiliency. When writing, consider
how you reacted and what you were feeling at
the time of the incident. You can then wait a few
days and go back and read what you wrote; you
may find that the intensity of your emotions was
not warranted in the situation.
3. Identify lessons learned. There are lessons to be
learned in any event, no matter how negative—
or positive. Assess what you have learned from
both the event and your response to it. Consider
whether there are things you might do differ-
ently to cope with such events in the future.
The good news is that resiliency is like a
muscle, it grows as we learn to navigate
negative situations successfully.

ajn@wolterskluwer.com AJN ▼ February 2020 ▼ Vol. 120, No. 2 71
Evaluate whether there is a pattern in the way
you react to events? What would you do differ-
ently if a similar situation arose?
Recent thinking on resiliency indicates that pos-
itive adaptation with intentional reflection after
adversity can be transformational.14, 15 Today, there
is also a focus on helping nurses cope with moral
distress by cultivating moral resilience using some
of the strategies discussed above.16
The good news is that resiliency is like a muscle,
it grows as we learn to navigate negative situations
successfully, and there are evidence-based strategies,
such as the following, that can help you and your
staff to become more resilient.17
Maintain an attitude of gratitude. There is strong
evidence that gratitude promotes adaptive coping
and personal growth. Being grateful keeps us hope-
ful, which fosters resiliency. Gratitude reminds us
that we have the power to act and expands our pos-
sibilities. A widely used gratitude technique is listing
three things daily that you are grateful for in your
life or that have gone well in your day. Some nursing
units and departments have made a statement of
gratitude part of their end-of-shift huddle. It is a
positive way to end the workday.
Focus on your strengths and past successes.
Drawing on your past successes can help to restore
self-confidence. There is also strong evidence that
knowing your strengths and talents and putting
them to work can help to power you through chal-
lenging situations.
Practice meditation or yoga. When your self-
confidence is challenged, you can quickly shift to
worst-case scenarios by ruminating about the past
or worrying about the future. Yoga and meditation
are both designed to move our attention to the pres-
ent moment and reduce our anxiety about what-ifs.
These practices force us to relax and slow down so
we can be in the moment.
Adopt good personal wellness habits. There are
strong correlations between resiliency and wellness
habits. Sleeping seven hours each night, eating a
balanced diet, seeking fun in your life, and exercis-
ing all promote higher levels of resiliency. Taking
time for self-care is especially important in reducing
stress levels during challenging times.
Develop a strong social support system. It can be
very challenging to rebuild your self-confidence with-
out someone to be your cheerleader and accountabil-
ity partner. Although you may find it difficult to talk
about your struggles with others, it is essential to
reach out to family, friends, and professional col-
leagues. Connecting with others can keep us from
wallowing in our situation. Sharing our goals with a
trusted friend can help us to get back on track.
CONCLUSION
Leadership is both an art and a science; it involves
not only leading people but also influencing them.
Before we can do this, we must learn to manage our-
selves successfully. Self-management requires reflec-
tion on our strengths, our values, and where we can
best contribute in our work. It also involves develop-
ing emotional intelligence—and a willingness to
change if our current behaviors are not working.
Finally, effective self-management requires develop-
ing that resiliency muscle, so we are better able to
cope with the ups and downs of life and work. These
“soft skills” of self-management can be the hardest
skills to learn in leadership. When you manage your-
self, you are more likely to get the results you want.
It is a skill that can be nurtured and improved. ▼
Rose O. Sherman is an emeritus professor of nursing at Florida
Atlantic University and a current faculty member of the Marian K.
Shaughnessy Nurse Leadership Academy in the Frances Payne
Bolton School of Nursing at Case Western Reserve University, Cleve-
land, OH. She also serves as editor-in-chief of Nurse Leader, the
official journal of the American Organization for Nursing Leader-
ship. Contact author: roseosherman@outlook.com. The author has
disclosed no potential conflicts of interest, financial or otherwise.
REFERENCES
1. Sherman RO, et al. Development of a leadership competency
model. J Nurs Adm 2007;37(2):85-94.
2. Goldsmith M, Reiter M. What got you here won’t get you
there. New York, NY: Hachette Books; 2007.
3. Sherman RO. Managing yourself. Am Nurse Today 2013;
8(5):38-40.
4. Drucker PF. Managing oneself. Harv Bus Rev 1999;77(1):20-4.
5. Stein SJ, Book HE. The EQ edge: emotional intelligence and
your success. 3rd ed. San Francisco: Jossey-Bass; 2011.
6. Goleman D. Emotional intelligence: why it can matter more
than IQ. New York, NY: Bantam Books; 2005.
7. Codier E, Codier DD. Could emotional intelligence make
patients safer? Am J Nurs 2017;117(7):58-62.
8. Spano-Szekely L, et al. Emotional intelligence and transfor-
mational leadership in nurse managers. J Nurs Adm 2016;
46(2):101-8.
9. Mackoff BL. AONE leadership laboratory insights: the prac-
tice of self-regulation. Nurse Lead 2015;13(1):20-4.
10. Merriam-Webster. Definition of ‘resilient’. 2018. https://
www.merriam-webster.com/dictionary/resilient.
11. Carpio RC, et al. Exploring resilience at work among first-
line nurse managers. J Nurs Adm 2018;48(10):481-6.
12. Seligman MEP. Building resilience. Harv Bus Rev 2011;
89(4):100-6, 138.
13. Roger D, Petrie N. Work without stress: building a resilient
mindset for lasting success. New York, NY: McGraw-Hill;
2016.
14. Brown B. Rising strong: the reckoning, the rumble, the revo-
lution. New York, NY: Spiegel and Grau; 2015.
15. Prestia AS. Transformational resiliency. Nurse Lead 2016;
14(5):354-7.
16. Rushton CH, et al. A collaborative state of the science initia-
tive: transforming moral distress into moral resilience in
nursing. Am J Nurs 2017;117(2 Suppl 1):S2-S6.
17. Sherman RO. Building your resiliency. Am Nurse Today
2018;13(9):26-8.

mailto:roseosherman@outlook.com

https://www.merriam-webster.com/dictionary/resilient

https://www.merriam-webster.com/dictionary/resilient

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