| Course | DNP 714 Professional Relationships in Healthcare |
|---|---|
| Module | Module 6 |
| Paper type | Reflection paper |
| Length | About 628 words, 5 pages |
| Format | APA 7 student paper |
| School | Arizona State University |
| Program | Doctor of Nursing Practice |
| Updated | October 2026 |
Free sample paper for DNP 714 Module 6
The Fastest Drafter in the Room: Reflecting on What My Contributions Gave and Took From My Course Teams
Student Name
Edson College of Nursing and Health Innovation, Arizona State University
DNP 714: Professional Relationships in Healthcare
Instructor Name
Month Day, Year
The Fastest Drafter in the Room: Reflecting on What My Contributions Gave and Took From My Course Teams
Introduction
I came into this course confident about teams. I lead a surgery center staff of forty, and I have chaired many committees. Working on two course teams with classmates I had never met showed me that some of my strengths are also ways I take space from others. Below I look at what I gave my teams, what that giving cost them and how I plan to lead next time.
What I Contributed
On our first team assignment, the patient portal charter, I volunteered to write the first draft. I had it done in two days. The team praised it, we revised it lightly and we presented on time. I also kept the shared folder organized and sent meeting summaries within an hour of each call. In the language of this course, I strengthened coordination and kept communication flowing (Salas et al., 2005).
What My Contributions Cost
At our midpoint check-in, one teammate, a nurse practitioner in a pediatric clinic, said quietly that she had felt there was not much left for her to do. Another said she had ideas about patient enrollment that never made it into the charter because the draft already felt finished. I realized that my speed had turned a collaborative task into my document. The team coordinated well, but it did not truly collaborate, and we lost ideas we needed.
This is a pattern Edmondson (1999) helps explain. Psychological safety is not only about whether people feel safe from criticism; it is about whether they feel their input is wanted. By presenting a polished draft early, I signaled that the important thinking was done.
What Changed in the Second Team Assignment
For the dysfunctional team plan, I tried something different. I offered to facilitate rather than draft. At our first call, I asked each member to describe their example in five minutes without interruption, and I asked the quietest member to speak first. The radiology example we chose came from a classmate I had barely heard from in the first assignment. She drafted the background section; I drafted only the evaluation table. The plan took longer, and it was better: it included details about technologists' experience that I would never have known.
Positive and Negative Effects, Side by Side
| My habit | Positive effect on the team | Negative effect on the team |
|---|---|---|
| Drafting quickly | Met deadlines; gave the team a starting point | Crowded out others' ideas; reduced collaboration |
| Organizing and summarizing | Kept everyone informed | Made me the hub, so decisions waited for me |
| Speaking with confidence | Moved discussions forward | Discouraged less experienced members from disagreeing |
What I Will Do as a DNP Team Leader
Tannenbaum and Salas (2021) argue that team effectiveness depends on drivers that leaders can deliberately strengthen, including a shared sense of purpose, trust and clear roles. My plan has three habits:
1. Ask before I draft. In my first meeting on any project, I will ask each member what they want to own before I offer to write anything.
2. Speak last in decisions. I will invite the most junior person to give an opinion first and hold mine until others have spoken.
3. Rotate the hub. Summaries and folders will rotate among members so that the team does not depend on me.
I will check these habits by asking two members of my surgery center's quality committee, after three months, whether they feel their ideas reach the final product.
Conclusion
My strengths in coordination are real, but a team leader's job is to build the team's capacity, not to replace it. This course showed me the difference between a team that finishes on time and a team that thinks together.
References
Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383. https://doi.org/10.2307/2666999
Salas, E., Sims, D. E., & Burke, C. S. (2005). Is there a "Big Five" in teamwork? Small Group Research, 36(5), 555-599. https://doi.org/10.1177/1046496405277134
Tannenbaum, S., & Salas, E. (2021). Teams that work: The seven drivers of team effectiveness. Oxford University Press.
Reading the DNP 714 Module 6 assignment instructions
The posted syllabus grades Individual Reflection 2 at 5 points in Module 4. In two to three pages, you look back at how your course teams worked and at your own part in one of them. It poses two questions directly: how do your contributions positively and negatively affect the team, and what can you do as a DNP leader to be an effective team leader? Canvas holds the rubric. Expect to describe specific moments from your course team assignments, including feedback from teammates if you received it, and to connect what you observed to the course concepts on coordination, communication, collaboration and psychological safety. Be as honest about negative effects as about positive ones, since the prompt asks for both.
How this DNP 714 Module 6 example is built
The reflection opens with the writer's starting confidence and the purpose of the paper. A section describes her contributions to the first team assignment in course terms, followed by a section on what those contributions cost, based on a teammate's comment and explained with psychological safety research. The next section shows what she changed in the second team assignment and what resulted. A table sets three habits against their positive and negative effects. The leadership section lists three habits she will practice, supported by the course text, with a way to check them. A two-sentence conclusion states the main lesson. Three sources support the reflection.
Where the marks sit in the DNP 714 Module 6 rubric
Reflections on team process are likely graded on honest self-assessment of both positive and negative contributions, specific examples from the course teams, connection to course concepts, a clear plan for effective team leadership and concise writing within two to three pages. Credit goes to reflections that include concrete moments and feedback rather than general statements. Admitting a negative effect and showing what changed demonstrates growth. Linking behavior to course concepts shows integration. Leadership plans earn more when they are specific and include a way to check progress. Staying within the page limit shows focus. Faculty notice when a student shows a change in behavior between the first and second team assignments.
DNP 714 Module 6 help: mistakes that cost marks
Reflections that report only what went well miss half of what this prompt asks. The prompt asks for negative effects too; include at least one honestly. Another is vague leadership goals, such as "listen more"; describe the specific habit. Use moments from your actual course teams rather than work examples alone. Ask teammates for feedback before you write if you have not received any. Jot down two moments from your course teams, one good and one not, and the desk can help shape the reflection. Keep the tone professional; avoid criticizing teammates by name. Stay within three pages. Ask yourself what each teammate would say about your role before you write.
Write yours, or have the desk draft it
This paper is an original model document written by our desk, not a submitted student paper and not an official Arizona State University document. Read it for the moves, then write your own to the instructions in your classroom. If you want one built to your exact prompt and rubric, the first custom sample is free and arrives in 24 to 48 hours.
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DNP 714 Module 6 questions, answered
Where can I find a free DNP 714 Module 6 sample paper?
The reflection above is a complete DNP 714 Individual Reflection 2 sample on how one student's contributions helped and hurt her course teams, with a leadership plan.
What does DNP 714 Individual Reflection 2 ask?
It asks how your contributions positively and negatively affect your team and what you can do as a DNP leader to be an effective team leader.
How long is DNP 714 Individual Reflection 2?
The syllabus asks for two to three pages, worth 5 points, in Module 4.
Should I mention negative team contributions in a reflection?
Yes. The prompt asks for both, and an honest account of a negative effect with what you changed shows growth.
How can a DNP leader encourage quieter team members?
Ask them to speak first, give them ownership of a section and hold your own opinion until others have spoken.