A nursing professional development (NPD) practitioner’s success in the role depends on the ability to understand and apply the NPD Scope and Standards of Practice. A key standard in every aspect of the nursing professional development practitioner’s work and impact is Standard 12: Leadership. The fourth competency of this standard describes the ability to demonstrate emotional intelligence as evidenced by self-awareness and self-management (Harper & Maloney, 2022, p. 98). Many strategies exist to develop capacity in this competency. One often overlooked strategy is self-leadership.

Self-leadership is the ability to influence and engage yourself to behave responsibly, be self-aware, and use personal strengths to perform tasks (Neck & Houghton, 2006). One key tactic outlined in Neck & Houghton's (2006) self-leadership model is behavior-focused strategies which are intended to increase self-awareness through self-reward, goal setting, self-punishment, self-observation, and self-cueing. Another key tactic Neck & Houghton describe is constructive thought pattern strategies, including visualizing successful performance, practicing positive self-talk, and evaluating beliefs and assumptions. These are intended to create habitual thought processes to perform successfully. The third key tactic Neck & Houghton share is natural reward strategies, which involve finding positive and rewarding components of tasks.

There are many benefits to developing self-leadership. Not only can it help an NPD practitioner develop competence, but research among many populations has also shown that self-leadership, a learnable skill, is essential for a healthy work environment, reduces stress, improves psychological capital, improves organizational outcomes, increases job satisfaction, increases self-efficacy, improves individual and job performance, increases self-esteem and life satisfaction, and facilitates empowerment and voice (Avcı & Kaya, 2021; Furtner et al., 2013; Maykrantz & Houghton, 2018; Maykrantz et al., 2021; Stewart et al., 2010; Uzman & Maya, 2019; Yildirim‐Hamurcu & Terzioglu, 2021). 

Since self-leadership is a learnable skill, NPD practitioners can develop their self-leadership levels. In addition, they can help others enhance their self-leadership through coaching, teaching, and mentoring. Here are just a few ways to develop self-leadership:

1. Visualize Successful Performance

For example, when preparing for the board certification exam, imagine yourself relaxed and answering questions with ease. Visualize yourself passing the exam!

2. Be Mindful of Your Thoughts

What we give attention to becomes our internal self-talk. Consider if an issue is within your locus of control or even if you can influence it. If not within your control, let it go. If it is something within your control or influence and you can act on, what is your typical focus within your thoughts? Does it tend to be more negative or positive? For example, do you assume the worst when change is announced or think you won’t be able to accomplish it? Or do you consider the benefits of the change and tell yourself, “I can do this”?

3. Reflect

Take a few minutes each day to reflect on your performance through journaling or by setting aside time to think about what went well that day or what could you have done better.

4. Seek Feedback

If you don’t have a mentor, get one or many. Ask for feedback from mentors and other trusted peers. Remember feedback isn’t personal, it is an opportunity for growth.

5. Evaluate Beliefs and Assumptions

Consider what you might be assuming about a situation that may or may not be true. Consider your beliefs. For example, do you consider a mistake a failure or an opportunity to learn and grow?

Developing competency in leadership is a life-long process. Starting within ourselves using a strategy such as self-leadership first can help us perform better for others. Leadership starts with you, but it doesn’t end with you.

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References

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model approach. Leadership, ​11(1), 105–125. https://doi.org/10.1177/1742715013511484 

Harper, M. G., & Maloney, P. L. (2022). Nursing professional development: Scope and

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https://doi.org/10.3390/admsci11020041 

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https://doi.org/10.1108/02683940610663097 

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Yildirim‐Hamurcu, S., & Terzioglu, F. (2021). Nursing students' perceived stress: Interaction with

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https://doi.org/10.1111/ppc.12940