| Course | NR 670 Advanced Nursing Leadership Concluding Graduate Experience |
|---|---|
| Week | 2 |
| Paper type | Competency self-inventory |
| Length | About 1,100 words, 5 pages |
| Format | APA 7 student paper |
| School | Chamberlain University |
| Program | MSN, Nurse Executive |
| Updated | October 2026 |
Free sample paper for NR 670 Week 2
Competency Self-Inventory: My Program's Leadership Capabilities Against the Strongest Occasion, the Material That Would Show It and Whether That Material Exists
Student Name
College of Nursing, Chamberlain University
NR 670: Advanced Nursing Leadership Concluding Graduate Experience
Instructor Name
Month Day, Year
Competency Self-Inventory: My Program's Leadership Capabilities Against the Strongest Occasion, the Material That Would Show It and Whether That Material Exists
How the Table Is Built
The capability statements run down the left as my program lists them in the course's capability framework, which is organized in the same way as the national nurse manager competencies: managing the business, leading people and developing oneself as a leader (American Organization of Nurse Executives, 2015). Against each sit three columns: the strongest occasion I can point to; the material that would show it; and a plain verdict on whether that material exists in a form someone else could see. A fourth column names a person who could be asked.
The Inventory
| Capability | Strongest occasion | Material that would show it | Does it exist? | Who could be asked |
|---|---|---|---|---|
| Financial management: monitors unit budget and variances | Reviewed overtime hours with the manager monthly since March | A variance report I produced | No; the manager produces it | Unit manager |
| Human resource management: staffing and scheduling | Built the six-week schedule three times this year | The published schedules, with my edits | Yes | Unit manager |
| Performance improvement | Led the unit's fall huddle redesign in spring | Fall rates before and after; huddle tool | Yes, partly; the rates are the quality department's | Quality coordinator |
| Strategic management | None | A unit plan I contributed to | No | None |
| Clinical practice knowledge | Twelve years of medical nursing; charge nurse for six | Competency records | Yes | Educator |
| Relationship management and influence | The 8 September staffing huddle | Huddle notes; float log | Partly; the notes are mine | Day charge nurse |
| Diversity and inclusion | Interpreter use audit in 2025 | Audit summary | Yes | Language services coordinator |
| Shared decision-making | Co-chair of the unit practice council for one year | Council minutes | Yes | Council co-chair |
| Personal and professional accountability | Completed charge nurse course; certification in medical-surgical nursing | Certificates | Yes | Educator |
| Career planning | None formal | A development plan | No | None |
| Personal journey disciplines: reflective practice | Reflective notes kept since this program began | My notes | Yes, but private | None |
| Optimizing the leader within | Feedback from a 360 survey in 2025 | Survey summary | Yes | Unit manager |
The Rows That Come Back Thin
Four of twelve are thin or empty. Financial management: I have reviewed variances but never produced the report. Strategic management: I have not worked on a unit or department plan. Career planning: no written plan. Relationship management: my best occasion is documented only in my own notes.
The table leaves these thin rather than filling them with weaker occasions, because a thin row is a plan waiting to be written. Each of the four becomes a commitment in the development plan, with someone named who would have to agree.
A Person Who Could Be Asked
Each filled row names someone who saw the work. Where no one could confirm a claim, the row says "none," which is itself a finding: the two "none" rows are the two I have never done.
The Pattern, Read Out
Read from top to bottom, the verdict column tells a clear story. The full rows are about running a shift and a unit's daily work: scheduling, practice, improvement on the floor. The thin rows are about the business and the future: budgets, strategy, career. That pattern fits an assistant manager whose work has been operational, and it points to where a manager role would stretch me. Nurse leaders' styles and behaviors affect staff and work environment outcomes (Cummings et al., 2018), but those effects run through the business side as much as the floor, which is where my evidence is weakest.
Rows I Was Tempted to Fill
For strategic management, I could have listed attending the director's annual planning presentation. For career planning, I could have listed a conversation with my manager about becoming a manager. Both are real, and both are attendance rather than contribution. Listing them would have made the table look fuller and the plan in week 7 weaker, because the gaps would have been hidden. The inventory is more useful to me thin and true than full and generous. A future employer reading it would learn more from four honest gaps than from twelve rows of attendance, and so would I when I plan the next year.
What the Inventory Does Not Claim
That the full rows show mastery. A published schedule shows that I built one, not that it was good. The verdict column asks only whether evidence exists, which is the narrower question this week requires.
Why the Verdict Column Matters Most
Most self-assessments rate confidence. This one asks only whether evidence exists that someone else could see. That question is harder to flatter. I rated myself confident in relationship management before building the table; the verdict column shows that my best occasion exists only in my own huddle notes, which nobody else has read. Confidence and evidence are different things, and a manager's role will be judged on the second.
What the Unit Manager Said
I asked the manager to check the verdicts because a self-inventory checked only by its author is a self-portrait. The unit manager read the table on 14 September and agreed with every verdict except one: the manager thought my performance improvement row was stronger than "partly," because the fall huddle tool is used on two other units. I kept "partly," because the fall rates belong to the quality department and I did not produce them, but recorded the manager's view here. The manager also said the empty strategic management row was expected for an assistant manager and should not worry me, which I take as encouraging but not as evidence.
How the Rows Were Chosen
The twelve rows follow my program's framework, three domains with four capabilities each, rather than a list I chose. Using the program's rows means I cannot leave out the ones I would rather not face, which is the point. In the leading-people domain, my evidence is strongest; psychological safety in teams grows when leaders invite disagreement (Edmondson, 1999), and my best relationship occasion, the staffing huddle, is an example of that kind of invitation, though not yet documented.
How the Inventory Will Be Used
The empty and thin rows become the gaps in the week 7 development plan. The full rows supply candidate items for the week 4 evidence portfolio piece, starting with the relationship row.
References
American Organization of Nurse Executives. (2015). AONE nurse manager competencies. American Organization of Nurse Executives.
Cummings, G. G., Tate, K., Lee, S., Wong, C. A., Paananen, T., Micaroni, S. P. M., & Chatterjee, G. E. (2018). Leadership styles and outcome patterns for the nursing workforce and work environment: A systematic review. International Journal of Nursing Studies, 85, 19-60. https://doi.org/10.1016/j.ijnurstu.2018.04.016
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. https://doi.org/10.2307/2666999
What the NR 670 Week 2 assignment asks for
Put your program's capability wording down the left in its original form, rather than choosing rows you like. Against each, set three columns: the strongest occasion you can point to, the material that would substantiate it, and a plain verdict on whether that material exists in a form someone else could see. Add a column naming a person who could be asked. Expect about a third of the rows to come back thin and leave them visibly thin. Write prose after the table that is not a summary of it: read out the pattern, explain why you did not fill thin rows with weaker occasions and say what the inventory does not claim. Have someone who knows your work check the verdicts.
How the NR 670 Week 2 example is put together
The sample's table covers financial management, staffing, improvement, strategy, clinical knowledge, relationships, inclusion, shared decision-making, accountability, career planning, reflective practice and self-development. Rows with evidence include published schedules, council minutes and an interpreter audit. Thin rows are a variance report the manager produces, no strategic work, no career plan and huddle notes only the writer has read. The pattern is strength in running a unit and weakness in the business and future. The manager disagrees on one verdict, which is recorded but kept, and tempting fillers such as attending a planning presentation are rejected. The prose also explains why the verdict column asks about evidence rather than confidence, and how the inventory feeds the development plan and portfolio piece in later weeks.
NR 670 Week 2 rubric: what full points look like
Self-inventories lose most when they rate confidence rather than evidence, producing a table of self-assessment scores nobody can check. Next is an inventory built from favorable rows the writer chose, which hides the gaps the course is asking about. Many students fill thin rows with attendance at meetings or courses, which looks complete and supports nothing. A missing column for who could confirm a claim leaves every row as the writer's word. Prose that repeats the table wastes space. Inventories that never say what they do not claim imply that a filled row equals mastery, which graders notice. Inventories never checked by someone who knows the writer's work also lack the one test that makes verdicts credible. Rows with no named person to ask should say so.
NR 670 Week 2 help: mistakes that cost points
An inventory that leaves rows empty feels like admitting weakness, though graders read it as honesty. Starting from your program's framework, we can build the three evidence columns, add a column for who could confirm each claim and decide which rows are honestly thin. We can also help you read out the pattern in prose rather than summarizing the table. Asking your manager to check the verdicts often adds a perspective worth recording. The inventory and its verdicts are yours. Having your manager check the verdicts is worth arranging early.
Get a NR 670 Week 2 example written to your instructions
Send the capability list your classroom publishes together with the week's instructions, and a custom NR 670 example built to that exact wording arrives inside 24-48h, the first one free. If your section supplies a table, send that too, because the rows govern the whole document and a generic version is worth much less to you.
More NR 670 papers and MSN samples
- NR 670 Week 1: Leadership Occasion Post
- NR 670 Week 3: Leadership Episode Analysis
- NR 670 Week 4: Evidence Portfolio Piece
- NR 670 Week 5: Conflict Decision Write-up
- NR 670 Week 6: Organizational Impact Analysis
- NR 670 Week 7: Development Plan
- NR 670 Week 8: Leadership Portfolio Presentation
- NR 632 Week 2: Implementation Update
- NR 631 Week 2: Problem Statement
- NR 588AI Week 2: Technology Governance Brief
- NR 529 Week 2: Delegation Analysis of a Standing Job
NR 670 Week 2 questions, answered
What happens if a whole capability comes back empty?
Nothing bad, provided you say so directly. An empty row is a finding and faculty use it. The failure mode is the writer who fills the space with a course completed or a book read, which speaks to knowledge and says nothing about conduct. Leave the row empty, then carry it forward as one of the gaps the development plan has to answer.
Can coursework count as evidence of a capability?
Only where somebody outside the classroom acted on it. A paper arguing for a change shows that you can argue. A paper a manager then used to alter a practice becomes evidence about you as a leader. The difference is whether the document left the classroom and did something once it was out, which is a question you can answer honestly in one line.
How long should the document run, and does it need a table?
Length follows the capability list, so a set of nine rows produces a longer piece than a set of five. Most sections accept a table with prose underneath, and the table is worth using because it forces one occasion per row. Read the instructions your classroom publishes first, since a few ask for continuous prose instead.
Where can I find a free NR 670 Week 2 sample paper?
This page holds the full leadership competency self-inventory, with twelve rows and four left visibly thin.
Why does the NR 670 Week 2 inventory leave rows empty?
A thin row is a gap to plan around, and filling it with attendance would hide it from the development plan that follows.