MHA FPX 5001 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

MHA FPX 5001 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics

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Student Name

Capella University

MHA-FPX5001 Foundations of Masters Studies in Healthcare Administration

Instructor Name

Submission Date

Self-Assessment of Leadership, Collaboration, and Ethics

Leadership, collaboration and ethics self-assessment entails critical assessment of personal professional behaviors and decision-making. It is concerned with the people reflecting on their leadership styles, teamwork methods, as well as ethical arguments in organizations (Odem et al., 2025). This reflection practice helps medical workers to identify their strengths and opportunities, their areas for improvement, and what they can do, based on their values. Self-assessment is particularly important in a health care setting because health care professionals who manage interprofessional relationships and ethical dilemmas are facing day in and day out. This practice allows for the development of professionals because it helps them to analyze last experiences transparently, working with the standard models and codes of leadership.

Analysis of Leadership Qualities and Actions

Transformational leadership analysis is the process of analysing one action, decision, and approach in the specific organizational context and situation. It involves leaders assessing their success in outlining a vision, involving stakeholders, and getting the desired results through teamwork. This is a “reflecting” process in which professionals make decisions about congruity based on their own leadership behaviors and the theoretical frameworks/models that they have developed. I am a leader of a community health outreach program and put together a multidisciplinary team to improve access to healthcare. The overall goal of the project was to reduce health inequities on the community level through culturally responsive health care and education. To serve common health equity goals, the team included nurses, social workers, community volunteers, and administrative personnel (Canavesi & Minelli, 2021). Effective communication, decision-making, and a sense of persistence were required for this teamwork to work efficiently and overcome the complex healthcare challenges as best as possible.

The buy-in and engagement of the stakeholders occurred through the use of my transformational leadership style – inspired, challenging, and individualized. I conveyed the vision by means of frequent team meetings, open goal-setting meetings, and by creating an example of adherence to equity principles. The positive response of stakeholders was achieved due to participation in gathering their feedback, appreciating other opinions, and establishing psychological safety. The process of decision-making used consensus-building methods and made sure that everyone was heard regarding strategies and action plans to implement (Enang et al., 2025). Other good examples were providing roles, implementing feedback systems and rewarding small successes to maintain the team’s motivation. Nonetheless, I could have applied previous training with regard to conflict resolution and applied more numerical measures to quantify. This was in line with servant leadership, where the needs of the team were emphasized, and the members were empowered to go as a team.

Analysis of Collaborative Leadership and Motivational Techniques

Promoting cooperation and motivation is through the use of intentional plans that foster cooperation, open communication, and commitment of all members to the objectives. Evidence-based strategies leaders can employ to engage effectively are opportunities for participatory decision making, a recognition system, and leaders who can create a psychologically safe climate for dialogue. Such strategies improve the collaboration of professionals through appreciation of different viewpoints, development of trust, and alignment of personal interests with goals (Kohn, 2024). As a part of the community health outreach, I thought of teamwork as an important aspect by establishing regular communication pathways and opportunities. I made sure to have team meetings twice a month where members could openly discuss the problems they were facing, the successes they had, and new innovative ideas to make the team better. The participants were able to communicate effectively because I established ground rules that focused on respect, listening, and constructive feedback that was provided among the participants. I used the SBAR communication process to share information clearly and concisely with the team members regarding the patients.

My methods were aligned with the self-determination theory, with autonomy, competence, and relatedness being the key motivators. I gave some freedom – allowing the team members to come up with their own ideas for tasks within the guidelines. Individual and team recognition was often provided through verbal praise, milestone recognition and celebration, and written recognition. The team members reported being inspired and energized because they could see the results of their efforts in the community (Forner et al., 2020). Incorporated real-life work tasks into the broader context of health equity and highlighted the role participant’s play. In comparison to Herzberg’s Two-Factor Theory, I seek to have both hygiene factors and motivators that I dealt with by providing them with sufficient resources and growth (Hasan and Mishra, 2025). The team’s feedback indicates high levels of cooperation processes and a sense of mission throughout the project. There were, however, some members who wanted more mentoring, one-on-one, and they mentioned that I could have done more with the motivational process.

Ethical Dilemma Analysis in Healthcare Practice

Healthcare ethical dilemmas occur when certain values, principles, or duties conflict, making it difficult to determine the best course of action. In these situations, leaders must navigate the complex moral landscape, weighing patient, organizational, and professional interests. The use of these ethical codes and frameworks helps healthcare administrators to make ethical decisions that foster integrity and accountability (Jha et al., 2025). When I was a clinical coordinator, I had to face an ethical dilemma when I had fewer staff on hand than I needed to have. One of the patients was in a critical state and needed a nurse to attend to him/her one-on-one, which would leave other patients without much supervision. The conflict involved the competing demands, one of which is to provide the best care to a patient, and the other is to ensure good standards of care. I knew pressure to give full focus to family members and at the same time to address the concerns of nurses regarding patient safety.

My solution was to seek advice from the nursing supervisor, check the acuity level of patients, and redistribute staff according to the clinical requirements. I have used the American College of Healthcare Executives (ACHE) Code of Ethics, in particular, the role of having patient welfare (ACHE, n.d.). The code emphasises the healthcare executives’ responsibility to create safe care conditions and to make decisions that consider all stakeholders’ interests. My actions were in line with Provision II, leaders ensure that resources are shared fairly and meet quality guidelines. In addition, I used the four principles of Levitt’s model. (2014) Autonomy, beneficence, non-maleficence, and justice guide me in making my decision. The idea of justice shaped my thinking in the distribution of nursing resources, rather than demands. Beneficence was upheld by making sure that the critically ill patient was given the proper care in the form of temporary staff replacement. Non-maleficence guided my safety precautions with all patients during transition to make sure no harm would be done during the transition process. The evidence-based acuity assessment was used to decide to redistribute staff, as supported by both the ACHE Code and ethical frameworks.

Conclusion

Constant Professional Development and good administration of healthcare depend heavily on an important aspect, which is leadership, collaboration, and ethical decision-making self-assessment. I realized that the experience of community health outreach leadership had shown me I had excellent transformational leadership and collaboration as a stakeholder engagement practice. Application of the professional codes and structures in a systematic way was also of great importance in the case of the ethical dilemma concerning the allocation of resources. I decided to act in ways that aligned with the ACHE code of ethics and the four principles of Levitt that would ensure that patient-driven decisions were made. The self-reflections indicate areas for improvement, including better conflict resolution and contingency planning of the challenges in advance. Self-assessment can enable healthcare leaders to improve their practices, enhance ethical arguments, and build a more inclusive workplace.

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MHA FPX 5001 Assessment 4

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References for
MHA FPX 5001 Assessment 4

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

Canavesi, A., & Minelli, E. (2021). Servant leadership: A systematic literature review and network analysis. Employee Responsibilities and Rights Journal, 34(3), 267–289. https://doi.org/10.1007/s10672-021-09381-3

Enang, I., Omeihe, K. O., Omeihe, I., Enang, I., & Enang, U. (2025). Integrative leadership in complex adaptive systems: A multi-modal analysis of strategic decision-making processes. Strategy & Leadership. https://doi.org/10.1108/sl-03-2025-0049

Forner, V. W., Jones, M., Berry, Y., & Eidenfalk, J. (2020). Motivating workers: How leaders apply self-determination theory in organizations. Organization Management Journal, 18(2), 76–94. Emerald. https://doi.org/10.1108/omj-03-2020-0891

Hasan, M. M., & Mishra, V. (2025). Impact of Herzberg’s two-factor theory and its influence on employee retention: a sectoral comparative study in Bangladesh. Kelaniya Journal of Human Resource Management, 20(1), 40–72. https://doi.org/10.4038/kjhrm.v20i1.152

Jha, D., Durak, G., Sharma, V., Keles, E., Cicek, V., Zhang, Z., Srivastava, A., Rauniyar, A., Hagos, D. H., Tomar, N. K., Miller, F. H., Topcu, A., Yazidi, A., Håkegård, J. E., & Bagci, U. (2025). A conceptual framework for applying ethical principles of AI to medical practice. Bioengineering, 12(2), 180. https://doi.org/10.3390/bioengineering12020180

Kohn, P. (2024). Group activities and collaborative learning: Fostering effective team leadership. Emerald Publishing Limited EBooks, 59–73. https://doi.org/10.1108/978-1-83549-564-320241005

Levitt, D. (2014). Ethical decision-making in a caring environment: The four principles and LEADS. Healthcare Management Forum, 27(2), 105-107.

Odem, S., Kellett, K., Maxwell, W., & Whalen, K. (2025). Best practices for self-awareness and professionalism to meet the curriculum outcomes and entrustable professional activities. American Journal of Pharmaceutical Education, 89(5), e101404. https://doi.org/10.1016/j.ajpe.2025.101404

Capella Professors to choose from for
MHA-FPX5001

• Lisa Kreeger.
• Bradly E. Roh.

FAQ’s For
MHA FPX 5001 Assessment 4

Question 1: What is MHA FPX 5001 Assessment 4 Self-Assessment of Leadership, Collaboration, and Ethics?

Answer 1: Self-assessment reflecting on leadership, collaboration, and ethical decision-making skills.