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Evidence-based nursing
14 February 2016 • Nursing Management
www.nursingmanagement.com
O
btaining resources for quality patient care
is a major responsibility of nurse manag-
ers. Historically, nursing department labor
budgets comprise the largest percentage
of hospital employees and expense; therefore,
careful management is essential to maintain a bal-
ance between patient care and cost-effective bud-
geting.1 Patient classification systems (PCSs) were
adopted in the mid-1970s for the purpose of un-
derstanding the utilization of nursing resources
and to allow for an objective measure of full-time
equivalent (FTE) require-
ments.2 Both goals support
the development of staffing
budgets.
The National Institutes
of Health Clinical Center
utilizes data obtained from
the PCS to assist nurse
managers in quantifying
workload measures for
acuity, hours per patient
day (HPPD), and length of
stay adjusted census
(LOSAC)—the corner-
stones of budgeting direct
care staff. PCSs also pro-
vide nurse managers with
the methodology for moni-
toring variance analysis
when meeting budgetary
performance goals. Supplying nurse managers
with the budgetary tools and evidence-based con-
cepts to plan and develop a labor budget, and un-
derstand and articulate these critical components,
establishes credible leadership when advocating
for limited resources.
Planning
The budget is founded on clear, written hospital
and departmental goals, which are translated
by the budget process into a formal quantitative
expression of management’s plans, intentions, and
expectations.3,4 Traditional budgeting provides a
plan of expected patient activity, communicates
operational salary and nonsalary requirements
within the organization, and lays the foundation
for evaluation and control over the next fiscal
cycle.4
Annually, the Clinical Center requests informa-
tion from institutes and centers about their intra-
mural clinical research program plans for the
coming fiscal year. The institutes and centers are
queried to forecast inpatient and outpatient activ-
ity, planned program and organizational changes,
new or closing protocols, and the projected impact
on Clinical Center department resources that
support the clinical research enterprise. Patient ac-
tivity is the main driver in developing the budget.
Inpatient admissions and days, average daily cen-
sus at midnight, outpatient visits, and length of
stay are utilized to forecast changes in patient
activity.
Volume projections
Retrospective historical data from the organiza-
tion’s financial systems and PCSs are provided in
advance of the annual budget planning process.4
The Clinical Center Nursing Department (CCND)
uses the executive information system (EIS) mid-
night census for trending patient activity. At the
Clinical Center, the midnight census includes pa-
tients who are on short-term, temporary absences
from the hospital for nonmedical reasons, or
PASS. In a clinical research setting, PASS can be
utilized to reintegrate long-term stay patients back
into the community and for the assessment of
treatment in the home setting or situations in
which patients are admitted to protocols that may
have extended periods of time between proce-
dures.
Patients on PASS are counted toward the
nursing unit midnight census; however, nursing
doesn’t staff or budget for this. For this reason, the
Constructing a nursing budget using
a patient classification system
By Deborah Kolakowski, DNP, MSN, RN
Copyright © 2016 Wolters Kluwer Health, Inc. All rights
reserved.
Evidence-based nursing
www.nursingmanagement.com Nursing Management •
February 2016 15
Providing a foundation of basic financial concepts and
education
courses based on evidence and best practices leads to effective
allocation and utilization of nursing resources.
PCS LOSAC is used to determine
patient activity for budgeting of di-
rect care staff. The difference in
LOSAC and EIS midnight census
has historically been the percentage
of PASS patients for each patient
care unit. The LOSAC doesn’t cap-
ture patients on PASS and is reflec-
tive of the actual number of pa-
tients in beds on the unit within a
24-hour period. The LOSAC sums
the length of stay for all classified
patients who were on the unit, in-
cluding patients with shorter
lengths of stay such as new admis-
sions, transfers, or discharges. In
addition to LOSAC, the CCND in-
corporates acuity workload mea-
sures and professional judgment
into the planning process to ensure
accuracy of the FTE budgetary
recommendations.5
Fixed and variable costs
The labor budget generally repre-
sents the greatest expenditure for a
patient care unit cost center and ac-
counts for fixed and variable costs.1,4
The cost center is a functional unit
within the nursing department, usu-
ally referred to as a patient care unit
for which cost control and account-
ability can be assigned.4 Individual
patient care unit cost centers are
assigned and rolled up to represent
the larger departmental budget for
salary and nonsalary expenses. It’s
our experience that nurse managers
have the most influence and control
over determining and monitoring
nursing direct care resources to
meet patient activity and workload
requirements.
Staff members who fluctuate in
response to changes in workload,
census, and patient acuity are con-
sidered to be variable costs.3,4 In our
organization, this includes nurses,
patient care technicians, and
behavioral health technicians. Each
patient care unit has a different
percentage of RN and patient care
technician skill mix based on the
patient population and care deliv-
ery model. Professional judgment
allows for additional budgeted
FTEs based on minimum staffing
requirements in the event of low
workload and census or to provide
resources for new programs of care.
Fixed costs remain constant de-
spite fluctuations in acuity or cen-
sus.4 The CCND determines budget
requirements for fixed FTEs based
on historical data, organizational
priorities, and administrative prac-
tices. Fixed costs include support
staff, such as unit secretaries,
clinical managers, nurse managers,
clinical nurse specialists, education
specialists, and other departmental
administrative nursing positions.
Clinical managers are considered
direct care staff members who are
budgeted as fixed costs to support
the planning of daily flexible staff-
ing requirements, monitoring of
budget variance analysis, and mon-
itoring of PCS reliability.
FTEs
It’s important to understand the
concepts of position and FTE
when developing the fixed and
variable component of the labor
budget. A position is a job classifi-
cation for one person regardless of
the number of hours that person
works. Personnel reports describe
positions by job or skill categories
and hours worked (full-time, part-
time, or per diem). Budgets and
variance analysis reports are gen-
erated using position names and
summarizing FTE requirements or
utilization.
FTE is the number of hours of
work for which a full-time em-
ployee is scheduled routinely each
week.2,4 FTE is a conversion of
hours for each employee based on
his or her commitment base for
hours worked. In our organization,
1.0 FTE is defined as working 40
hours in a week. Utilizing 8-hour
shifts, one full-time employee
works 2,080 hours annually (8-hour
shift per day × 5 days per week ×
52 weeks per year = 2,080 hours
annually).6
One FTE can be divided multiple
ways to allow for part-time flexible
staffing alternatives. A nurse who
works 20 hours per week would
equal a 0.5 FTE (20 hours/40 hours
for 1.0 FTE = 0.5 FTE). Nurses will
typically work alternative shift
schedules, such as 4-, 10-, or
12-hour shifts. A part-time nurse
working two 12-hour shifts
would be considered a 0.6 FTE
(24 hours/40 hours for 1.0 FTE =
0.6 FTE). Staffing budgets are con-
structed using 8-hour equivalent
shifts. After the budget is deter-
mined, the nurse manager opera-
tionalizes budgeted FTEs as
full-time or part-time, depending
on the needs of the unit to support
staffing.
Acuity workload measures
In our organization, the inpatient
PCS methodology is a flexible and
adaptive tool that’s used on all pa-
tient care units to predict workload
Copyright © 2016 Wolters Kluwer Health, Inc. All rights
reserved.
Evidence-based nursing
16 February 2016 • Nursing Management
www.nursingmanagement.com
measures used for staffing and
budgeting.1 Our patient care units
interface with the electronic medi-
cal record to automate the classifi-
cation of patient needs based on
nursing care documentation. To en-
sure accurate and credible data for
staffing and budgeting, reliability
monitoring is completed weekly.
HPPD are the hours of nursing
care provided per patient per day
by clinical staff.4 When the budget is
prepared, the HPPD explicitly
assume some determination of acu-
ity.2 It’s our experience that acuity
doesn’t fluctuate significantly to
change HPPD recommendations
unless there’s a new patient popula-
tion or new research protocols have
been implemented. HPPD are bud-
geted utilizing historical perfor-
mance data comparing budgeted,
actual, and recommended HPPD.
Replacement coverage
Budgeting of clinical staff requires
a portion of an FTE to provide
replacement coverage for earned
benefit time off and cover health-
care institutions that provide 7 days
per week coverage. Our replace-
ment coverage for benefit time gen-
erally includes sick leave, vacation,
holiday, and other paid time off.
Replacement coverage will vary
from one institution to another. At
the Clinical Center, this is budgeted
at 17% in nursing.
As described earlier, FTE em-
ployees work 8-hour shifts, 5 days a
week. Replacement coverage for the
additional 2 days to provide for a
7-day operation is essential. The
weekend replacement coverage
is calculated as 8 hours/day ×
2 days/week × 52 weeks per year =
832 hours/year. 832 hours per
year/2,080 hours per FTE = 0.4 FTE
or four 8-hour shifts. Therefore, our
replacement coverage for both ben-
efit time and weekends based on
one FTE is calculated as (1.0 + 0.4) ×
(1.0 × 0.17) = 1.6. For each FTE bud-
geted, 0.6 FTE is required to cover
time off and weekend coverage.
Case study
Step one: calculating direct care
FTE requirements. To calculate
direct care FTE requirements, the
LOSAC, HPPD, and replacement
coverage are determined. In our
example, a divisor of 8 is utilized
based on FTE staff working 8-hour
shifts. 8 hours/day × 2 days/week
× 52 weeks per year = 832 hours/
year. 832 hours per year/2,080
hours per FTE = 0.4 FTE or four
8-hour shifts. For a 32-bed medical-
surgical oncology patient care unit’s
direct care FTEs:
• (22 LOSAC) × (12 HPPD) × (1.4
weekend replacement) × (1.17 bene-
fit replacement)/8 hour shifts = 54.1
direct care providers
• An additional 0.5 FTE is added
for professional judgment for com-
plex pharmacokinetic drug studies
• total variable direct care FTEs re-
quired = 54.6 FTEs.
This unit has an 89% skill mix
component, which will provide 48.6
RNs and 6 patient care technicians.
Step two: calculating fixed FTE
requirements. This patient care
unit has a total of 6.0 fixed FTEs to
support administrative and clinical
operations, which includes the
nurse manager, clinical manager,
and administrative support staff.
Step three: calculate total FTE
requirements. Variable direct care
hours are added to the fixed hours
to determine total required FTEs.
Variable direct care FTE 54.6 + fixed
FTE 6.0 = 60.6 FTEs budgeted.
Implications for nurse managers
Nurse managers and staff responsi-
ble for making staffing decisions
must be familiar with the business
administrative tasks associated
with budgets and financial moni-
toring.7 It’s been our experience
that providing a foundation of basic
financial concepts and education
courses based on evidence and best
practices has led to effective alloca-
tion and utilization of nursing re-
sources.
The next step is the development
of competencies as clinical staff
members expand their roles within
the organization to manage nurs-
ing resources at the unit level.
Utilizing a PCS provides nurse
managers and staff with the ability
to objectively allocate staffing re-
sources based on fluctuations in
census and acuity. Variance analy-
sis reporting of actual HPPD com-
pared with the budget provides
trending information for produc-
tivity performance and future bud-
geting requirements. NM
REFERENCES
1. Harper K, McCully C. Acuity systems
dialogue and patient classification system
essentials. Nurs Adm Q. 2007;31(4):
284-299.
2. Finkler SA. Flexible budget variance analy-
sis extended to patient acuity and DRGs.
Health Care Manage Rev. 1985;10(4):
21-34.
3. O’Byrne A. Budget monitoring: understand-
ing the concepts. Top Hosp Pharm Manage.
1984;3(4):33-41.
4. Rundio A, Wilson V. Nurse Executive Review
and Resource Manual. 2nd ed. Silver
Spring, MD: American Nurses Credentialing
Center; 2013:157-165.
5. Ghosh B, Cruz G. Nurse requirement plan-
ning: a computer-based model. J Nurs
Manag. 2005;13(4):363-371.
6. Beglinger JE. A critical competency: deter-
mining and communicating the number of
nurses you must hire. Nurs Econ. 2007;
25(3):174, 177.
7. Lim JY, Noh W. Key components of finan-
cial-analysis education for clinical nurses.
Nurs Health Sci. 2015;17(3):293-298.
Deborah Kolakowski is the service chief of
Oncology and Critical Care at the National
Institutes of Health Clinical Center in
Bethesda, Md.
The author has disclosed no financial rela-
tionships related to this article.
DOI-10.1097/01.NUMA.0000479449.43157.b5
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Names:Marquis,BessieL.,author.|Huston,CarolJorgensen,author.
Title:Leadershiprolesandmanagementfunctionsinnursing:theorya
nd
application/BessieL.Marquis,CarolJ.Huston.
Description:Ninthedition.|Philadelphia:WoltersKluwerHealth,[2
017]|
Includesbibliographicalreferencesandindex.
Identifiers:LCCN2016046163|ISBN9781496349798
Subjects:|MESH:Nursing,Supervisory|Leadership|NurseAdminis
trators|
Nursing—organization&administration
Classification:LCCRT89|NLMWY105|DDC362.17/3068—dc23
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REVIEWERS
CarolAmann,PhD,RN-BC,FNGNA
NursingInstructor
VillaMariaSchoolofNursing
GannonUniversity
Erie,Pennsylvania
AndreaArcher,EdD,ARNP
UndergraduateNursingDepartment
FloridaInternationalUniversity
Miami,Florida
CynthiaBanks,PhD
ProgramDirector,RNtoBSN
DepartmentofNursing
SentaraCollegeofHealthSciences
Chesapeake,Virginia
DanaBotz,MSN
Faculty,DepartmentofNursing
NorthHennepinCommunityCollege
BrooklynPark,Minnesota
SharonBradley,DNP
ClinicalAssistantProfessor
DirectorofStudentSuccess
CollegeofNursing
UniversityofFlorida
Gainesville,Florida
CarolynBrose,EdD,MSN
AssociateProfessor
MSNProgramDirector
MissouriWesternStateUniversity
St.Joseph,Missouri
BerylBroughton,MSN,CRNP,CS,CNE
NursingInstructor,NursingEducation
AriaHealthSchoolofNursing
Trevose,Pennsylvania
SuzetteCardin,PhD
AdjunctAssociateProfessor
SchoolofNursing
UniversityofCalifornia,LosAngeles
LosAngeles,California
FranCherkis,DHSc
AssociateProfessor
DepartmentofNursing
FarmingdaleStateCollege
Farmingdale,NewYork
AliceColwell,MSN
AssistantProfessor
DepartmentofNursing
KentStateUniversityTrumbullCampus
Warren,Ohio
LauraCrouch,EdD,MSN
AssociateClinicalProfessor
SchoolofNursing
NorthernArizonaUniversity
Flagstaff,Arizona
KarenDavis,DNP
AssistantProfessor
CollegeofNursing
UniversityofArkansasforMedicalSciences
LittleRock,Arkansas
KarenEstridge,DNP,RN
AssistantProfessor
DepartmentofNursing
AshlandUniversity
Mansfield,Ohio
JamesFell,MSN,MBA,BSN,BS
AssociateProfessor
Director
DepartmentofNursing
BaldwinWallaceUniversity
Berea,Ohio
RickGarcía,PhD
AssociateProfessor
FacultyFellow
RoryMeyersCollegeofNursing
NewYorkUniversity
NewYork,NewYork
EvalynGossett,MSN
ClinicalAssistantProfessor
SchoolofNursing
IndianaUniversityNorthwest
Gary,Indiana
DebraGrosskurth,PhD(c)
AssistantChair
DepartmentofNursing
SalveReginaUniversity
Newport,RhodeIsland
PatriciaHanson,PhD
Professor
DepartmentofNursing
MadonnaUniversity
Livonia,Michigan
TammyHenderson,MSN
AssociateDirector
ConemaughSchoolofNursing
ConemaughMemorialMedicalCenter
Johnstown,Pennsylvania
BarbaraHoerst,PhD,RN
AssistantProfessor
DepartmentofNursing
LaSalleUniversity
Philadelphia,Pennsylvania
BrendaKucirka,PhD,RN,PMHCNS-BC,CNE
AssistantProfessor
DepartmentofNursing
WidenerUniversity
Chester,Pennsylvania
ColeenKumar,PhD
CollegeofNursing
StateUniversityofNewYorkDownstateMedicalCenter
Brooklyn,NewYork
KathleenLamaute,EdD
Professor
DepartmentofNursing
MolloyCollege
RockvilleCentre,NewYork
PamelaLapinski,MSN
Professor
DepartmentofNursing
ValenciaCollege
Orlando,Florida
JamieLee,MSN,RN,CNL
AssistantProfessor
DepartmentofNursing
JamesMadisonUniversity
Harrisonburg,Virginia
CarolynLewis,PhD
AssistantProfessor
DepartmentofNursing
AngeloStateUniversity
SanAngelo,Texas
BetteMariani,PhD,RN
AssistantProfessor
CollegeofNursing
VillanovaUniversity
Villanova,Pennsylvania
DavidMartin,MSN
Director
RN-BSN&SharedCurriculumPrograms
SchoolofNursing
UniversityofKansas
KansasCity,Kansas
DonnaMcCabe,DNP,APRN-BC,GNP
ClinicalAssistantProfessor
DepartmentofNursing
RoryMeyersCollegeofNursing
NewYorkUniversity
NewYork,NewYork
TheresaMiller,PhD
AssociateProfessor,NursingEducation
OSFSaintFrancisMedicalCenterCollegeofNursing
Peoria,Illinois
DonnaMolyneaux,PhD
AssociateProfessor
DepartmentofNursing
GwyneddMercyUniversity
GwyneddValley,Pennsylvania
LaDonnaNorthington,DNS
Professor,TraditionalUndergraduateNursingProgram
UniversityofMississippiSchoolofNursing
Jackson,Mississippi
SallyRappold,MSN,BSN
AssistantTeachingProfessor
DepartmentofNursing
MontanaStateUniversity
Missoula,Montana
KarenRingl,MSN
Faculty
DepartmentofNursing
CaliforniaStateUniversity,Fullerton
Fullerton,California
JoyceShanty,PhD,RN
AssociateProfessor
NursingandAlliedHealthProfessions
IndianaUniversityofPennsylvania
Indiana,Pennsylvania
JeanShort,MSN
AssistantProfessor
DivisionofPost-LicensureNursing
SchoolofNursing
IndianaWesleyanUniversity
Marion,Indiana
JenniferSipe,MSN,CRNP
AssistantProfessor
SchoolofNursingandHealthSciences
LaSalleUniversity
Philadelphia,Pennsylvania
AnaStoehr,PhD,MSN
Faculty
DepartmentofNursing
GeorgeMasonUniversity
Fairfax,Virginia
PatriciaThielemann,PhD
Professor
CollegeofNursing
St.PetersburgCollege
PinellasPark,Florida
CharleneThomas,PhD,MSN,BSN
AssociateProfessor
SchoolofNursingandAlliedHealth
AuroraUniversity
Aurora,Illinois
NinaTrocky,DNP,RN
AssistantProfessor
DepartmentofOrganizationalSystemsandAdultHealth
SchoolofNursing
UniversityofMaryland
Baltimore,Maryland
BrendaTyczkowski,DNP,RN,RHIA
AssistantProfessor
ProfessionalPrograminNursing
UniversityofWisconsinGreenBay
GreenBay,Wisconsin
DannielleWhite,MSN
AssociateProfessor
SchoolofNursing
AustinPeayStateUniversity
Clarksville,Tennessee
MaryWilliams,MS
AssociateProfessor
SchoolofNursingandHealthScience
GordonStateCollege
Barnesville,Georgia
ConnieWilson,EdD
ProfessorEmeritus
SchoolofNursing
UniversityofIndianapolis
Indianapolis,Indiana
KellyWolgast,DNP
SchoolofNursing
VanderbiltUniversity
Nashville,Tennessee
ReneeWright,EdD
AssistantProfessor
DepartmentofNursing
YorkCollege,CityUniversityofNewYork
NewYork,NewYork
JudithYoung,DNP
ClinicalAssistantProfessor,CommunityandHealthSystems
SchoolofNursing
IndianaUniversity
Indianapolis,Indiana
PREFACE
LegacyofLeadershipRolesandManagementFunctionsinNursing
Thisbook’sphilosophyhasevolvedover35yearsofteachingleadersh
ipandmanagement.Weentered
academefromtheacutecaresectorofthehealth-
careindustry,whereweheldnursingmanagement
positions.Inourfirsteffortasauthors,ManagementDecisionMaking
forNurses:101CaseStudies,
publishedin1987,weusedanexperientialapproachandemphasizedm
anagementfunctionsappropriate
forfirst-andmiddle-
levelmanagers.Theprimaryaudienceforthistextwasundergraduate
nursing
students.
Oursecondbook,RetentionandProductivityStrategiesforNurseMa
nagers,focusedonleadership
skillsnecessaryformanagerstodecreaseattritionandincreaseproduc
tivity.Thisbookwasdirectedat
thenurse-
managerratherthanthestudent.Theexperienceofcompletingresearc
hforthesecondbook,
coupledwithourclinicalobservations,compelledustoincorporatem
oreleadershipcontentinour
teachingandtowritethisbook.
LeadershipRolesandManagementFunctionsinNursingwasalsoinfl
uencedbynationaleventsin
businessandfinancethatledmanytobelievethatalackofleadershipin
managementwaswidespread.It
becameapparentthatifmanagersaretofunctioneffectivelyintherapi
dlychanginghealth-careindustry,
enhancedleadershipandmanagementskillsareneeded.
Whatweattemptedtodo,then,wastocombinethesetwoverynecessar
yelements:leadershipand
management.Wedonotseeleadershipasmerelyoneroleofmanageme
ntnormanagementasonlyone
roleofleadership.Weviewthetwoasequallyimportantandnecessaril
yintegrated.Wehaveattempted
toshowthisinterdependencebydefiningtheleadershipcomponentsa
ndmanagementfunctionsinherentin
allphasesofthemanagementprocess.Undoubtedly,afewreaderswill
findfaultwithourdivisionsof
managementfunctionsandleadershiproles;however,wefeltitwasne
cessaryfirsttoartificiallyseparate
thetwocomponentsforthereader,andthentointegratetherolesandfu
nctions.Wedobelievestrongly
thatadoptionofthisintegratedroleiscriticalforsuccessinmanageme
nt.
Thesecondconceptthatshapedthisbookwasourcommitmenttodevel
opingcriticalthinkingskills
throughtheuseofexperientiallearningexercises.Weproposethatint
egratingleadershipandmanagement
canbeaccomplishedthroughtheuseoflearningexercises.Themajorit
yofacademicinstructioncontinues
tobeconductedinateacher-lecturer–student-
listenerformat,whichisoneoftheleasteffectiveteaching
strategies.Fewindividualslearnbestusingthisstyle.Instead,mostpe
oplelearnbestbymethodsthat
utilizeconcrete,experiential,self-initiated,andreal-
worldlearningexperiences.
Innursing,theoreticalteachingisalmostalwaysaccompaniedbyconc
urrentclinicalpracticethat
allowsconcreteandreal-
worldlearningexperience.However,theexplorationofleadershipan
d
managementtheorymayhaveonlylimitedpracticumexperience,sole
arnersoftenhavelittlefirst-hand
opportunitytoobservemiddle-andtop-
levelmanagersinnursingpractice.Asaresult,novicemanagers
frequentlyhavelittlechancetopracticetheirskillsbeforeassumingth
eirfirstmanagementposition,and
theirdecisionmakingthusoftenreflectstrial-and-
errormethodologies.Forus,then,thereislittlequestion
thatvicariouslearning,orlearningthroughmockexperience,provide
sstudentstheopportunitytomake
significantleadershipandmanagementdecisionsinasafeenvironme
ntandtolearnfromthedecisions
theymake.
Havingmovedawayfromthelecturer–
listenerformatinourclasses,welectureforonlyasmall
portionofclasstime.ASocraticapproach,casestudydebate,andsmall
andlargegroupproblemsolving
areemphasized.Ourstudents,onceresistanttotheexperientialapproa
ch,arenowenthusiastic
supporters.Wealsofindthisenthusiasmforexperientiallearningapp
arentintheworkshopsandseminars
weprovideforregisterednurses.Experientiallearningenablesmanag
ementandleadershiptheorytobe
funandexciting,butmostimportant,itfacilitatesretentionofdidactic
material.Theresearchwehave
completedonthisteachingapproachsupportsthesefindings.
Althoughmanyleadershipandmanagementtextsareavailable,ourbo
okmeetstheneedforan
emphasisonbothleadershipandmanagementandtheuseofanexperie
ntialapproach.Morethan280
learningexercises,representingvarioushealth-
caresettingsandawidevarietyoflearningmodes,are
includedtogivereadersmanyopportunitiestoapplytheory,resultingi
ninternalizedlearning.InChapter
1,weprovideguidelinesforusingtheexperientiallearningexercises.
Westronglyurgereaderstouse
themtosupplementthetext.
NewtoThisEdition
ThefirsteditionofLeadershipRolesandManagementFunctionsinNu
rsingpresentedthesymbiotic
elementsofleadershipandmanagement,withanemphasisonproblem
solvingandcriticalthinking.This
nintheditionmaintainsthisprecedentwithabalancedpresentationof
astrongtheorycomponentalong
withavarietyofreal-
worldscenariosintheexperientiallearningexercises.
Respondingtoreviewerrecommendations,wehaveaddedanddeleted
content.Inparticular,wehave
attemptedtostrengthentheleadershipcomponentofthebookw hilem
aintainingabalanceofmanagement
content.Wehavealsoattemptedtoincreasethefocusonqualityandsaf
etyaswellashealth-carefinance,
andusedoutpatient/communitysettingsasthelocationformorelearni
ngexercises.
Wehavealsoretainedthestrengthsofearliereditions,reflectingconte
ntandapplicationexercises
appropriatetotheissuesfacedbynurseleader-
managersastheypracticeinaneraincreasingly
characterizedbylimitedresourcesandemergingtechnologies.Theni
ntheditionalsoincludes
contemporaryresearchandtheorytoensureaccuracyofthedidac ticm
aterial.
Additionalcontentthathasbeenaddedorexpandedinthiseditioninclu
desthefollowing:
26newlearningexercises,furtherstrengtheningtheproblem-
basedelementofthistext.
Over200displays,figures,andtables(17ofwhicharenew)helpreader
svisualizeimportant
concepts,whereasphotographsofnursesinleadershipandmanageme
ntsituationshelpstudents
relateconceptstoreal-worldpractice.
Anexpandedfocusonevidence-
drivenleadershipandmanagementdecisionmaking
Timemanagementandproductivityapps
Newercaredeliverymodelsfocusedonambulatorycareandoutpatien
tsettings(primarycarenurse
coordinatorinmedicalhomes,nursenavigators,clinicalnurseleaders
[CNLs],leadersinpatient-
centeredcare)
Impactofthe2010PatientProtectionandAffordableCareAct(PPAC
A)onqualityandhealth-care
financeinthiscountry
Theshiftinginhealth-carereimbursementfromvolumetovalue
Personalitytestingasanemploymentselectiontool
Electronichealthrecordsandmeaningfuluse
Reflectivepracticeandtheassessmentofcontinuingcompetency
Civility,healthyworkplaces,andbullying
Interprofessionalcollaborationandworkgroups
Workingwithdiverseworkforcesandpatientpopulations
Socialmediaandorganizationalcommunication
NewqualityInitiativesputforthbytheCentersforMedicare&Medica
idServices,TheJoint
Commission,andotherregulatorybodies
Sentinelevents
LeanSixSigmamethodologies
Medicationreconciliation
Self-appraisal,peerreview,and360-
degreeevaluationasperformanceappraisaltools
TheText
UnitIprovidesafoundationforthedecision-making,problem-
solving,andcritical-thinkingskillsas
wellasmanagementandleadershipskillsneededtoaddressthemanag
ement–leadershipproblems
presentedinthetext.
UnitIIcoversethics,legalconcepts,andadvocacy,whichweseeascor
ecomponentsofleadership
andmanagementdecisionmaking.
UnitsIII–
VIIareorganizedusingthemanagementprocessesofplanning,organi
zing,staffing,directing,
andcontrolling.
FeaturesoftheText
Thenintheditioncontainsmanypedagogicalfeaturesdesignedtoben
efitboththestudentandthe
instructor:
ExaminingtheEvidence,appearingineachchapter,depictsnewresea
rchfindings,evidence-based
practice,andbestpracti cesinleadershipandmanagement.
LearningExercisesinterspersedthroughouteachchapterfosterreade
rs’critical-thinkingskillsand
promoteinteractivediscussions.Additionallearningexercisesareal
sopresentedattheendofeach
chapterforfurtherstudyanddiscussion.
BreakoutCommentsarehighlightedthroughouteachchapter,visuall
yreinforcingkeyideas.
Tables,displays,figures,andillustrationsareliberallysuppliedthrou
ghoutthetexttoreinforce
learningaswellastohelpclarifycomplexinformation.
KeyConceptssummarizeimportantinformationwithineverychapter
.
TheCrosswalk
Acrosswalkisatablethatshowselementsfromdifferentdatabasesorc
riteriathatinterface.Newtothe
eightheditionwasachaptercrosswalkofcontentbasedontheAmerica
nAssociationofCollegesof
Nursing(AACN)EssentialsofBaccalaureateEducationforProfessio
nalNursingPractice(2008),the
AACNEssentialsofMaster’sEducationinNursing(2011),theAmeri
canOrganizationofNurse
Executives(AONE)NurseExecutiveCompetencies(updatedSepte
mber2015),andtheQualityand
SafetyEducationforNurses(QSEN)Competencies(2014).Forthised
ition,thenewlyrevisedStandards
forProfessionalPerformancefromtheAmericanNursesAssociation
(ANA)NursingScopeand
StandardsofPractice(2015)havebeenincluded.Thisedition,then,att
emptstoshowhowcontentin
eachchapterdrawsfromorcontributestocontentidentifiedasesse ntia
lforbaccalaureateandgraduate
education,forpracticeasanurseadministrator,andforsafetyandqual
ityinclinicalpractice.
Inhealthcaretoday,baccalaureateeducationfornursesisbeingempha
sizedasofincreasing
importance,andthenumberofRN-MSNandBSN-
PhDprogramsisalwaysincreasing.Nursesarebeing
calledontoremainlifelonglearnersandmovewithmorefluiditythane
verbefore.Forthesereasons,this
textbookincludesmappingtoEssentials,Competencies,andStandar
dsnotonlyatthebaccalaureatelevel
butalsoatthemaster’sandexecutivelevels,sothatnursesmaybecome
familiarwiththecompetencies
expectedastheycontinuetogrowintheircareers.
Withoutdoubt,somereaderswilldisagreewiththeauthor’sdetermina
tionsofwhichEssential,
Competency,orStandardhasbeenaddressedineachchapter,andcerta
inly,anargumentcouldbemade
thatmostchaptersaddressmany,ifnotall,oftheEssentials,Competen
cies,orStandardsinsomeway.
Thecrosswalksinthisbookthenareintendedtonotetheprimaryconte
ntfocusineachchapter,although
additionalEssentials,Competencies,orStandardsmaywellbeaparto
fthelearningexperience.
TheAmericanAssociationofCollegesofNursingEssentialsofBacca
laureate
EducationforProfessionalNursingPractice
TheAACNEssentialsofBaccalaureateEducationforProfessionalNu
rsingPractice(commonlycalled
theBSNEssentials)werereleasedin2008andidentifiedthefollowing
nineoutcomesexpectedof
graduatesofbaccalaureatenursingprograms(Table1).EssentialIXd
escribesgeneralistnursingpractice
atthecompletionofbaccalaureatenursingeducationandincludespra
ctice-focusedoutcomesthat
integratetheknowledge,skills,andattitudesdelineatedinEssentialsI
toVIII.Achievementofthe
outcomesidentifiedintheBSNEssentialswillenablegraduatestopra
cticewithincomplexhealth-care
systemsandtoassumetherolesofproviderofcare;designer/manager/
coordinatorofcare;andmember
ofaprofession(AACN,2008)(Table1).
TABLE1
AMERICANASSOCIATIONOFCOLLEGESOFNURSING
ESSENTIALSOFBACCALAUREATEEDUCATIONFORPROFE
SSIONAL
NURSINGPRACTICE
EssentialI:Liberaleducationforbaccalaureategeneralistnursing
practice
•Asolidbaseinliberaleducationprovidesthecornerstoneforthepract
ice
andeducationofnurses.
EssentialII:Basicorganizationalandsystemsleadershipforquality
careandpatientsafety
•Knowledgeandskillsinleadership,qualityimprovement,andpatien
t
safetyarenecessarytoprovidehigh-qualityhealthcare.
EssentialIII:Scholarshipforevidence-basedpractice
•Professionalnursingpracticeisgroundedinthetranslationofcurrent
evidenceintoone’spractice.
EssentialIV:Informationmanagementandapplicationofpatient-
care
technology
•Knowledgeandskillsininformationmanagementandpatient-care
technologyarecriticalinthedeliveryofqualitypatientcare.
EssentialV:Health-
carepolicy,finance,andregulatoryenvironments
•Health-
carepolicies,includingfinancialandregulatory,directlyand
indirectlyinfluencethenatureandfunctioningofthehealth-
caresystem
andtherebyareimportantconsideratio nsinprofessionalnursingprac
tice.
EssentialVI:Interprofessionalcommunicationandcollaborationfor
improvingpatienthealthoutcomes
•Communicationandcollaborationamonghealth-
careprofessionalsare
criticaltodeliveringhighqualityandsafepatientcare.
EssentialVII:Clinicalpreventionandpopulationhealth
•Healthpromotionanddiseasepreventionattheindividualandpopula
tion
levelarenecessarytoimprovepopulationhealthandareimportant
componentsofbaccalaureategeneralistnursingpractice.
EssentialVIII:Professionalismandprofessionalvalues
•Professionalismandtheinherentvaluesofaltruism,autonomy,huma
n
dignity,integrity,andsocialjusticearefundamentaltothedisciplineo
f
nursing.
EssentialIX:Baccalaureategeneralistnursingpractice
•Thebaccalaureategraduatenurseispreparedtopracticewithpatie nts
,
includingindividuals,families,groups,communities,andpopulatio
ns
acrossthelifespanandacrossthecontinuumofhealth-
careenvironments.
•Thebaccalaureategraduateunderstandsandrespectsthevariationso
f
care,theincreasedcomplexity,andtheincreaseduseofhealth-care
resourcesinherentincaringforpatients.
TheAmericanAssociationofCollegesofNursingEssentialsofMaste
r’sEducation
inNursing
TheAACNEssentialsofMaster’sEducationinNursing(commonlyca
lledtheMSNEssentials)were
publishedinMarch2011andidentifiedthefollowingnine outcomese
xpectedofgraduatesofmaster’s
nursingprograms,regardlessoffocus,major,orintendedpracticesett
ing(Table2).Achievementofthese
outcomeswillpreparegraduatenursestoleadchangetoimprovequalit
youtcomes,advanceacultureof
excellencethroughlifelonglearning,buildandleadcollaborativeinte
rprofessionalcareteams,navigate
andintegratecareservicesacrossthehealth-
caresystem,designinnovativenursingpractices,and
translateevidenceintopractice(AACN,2011).
TABLE2
AMERICANASSOCIATIONOFCOLLEGESOFNURSING
ESSENTIALSOFMASTER’SEDUCATIONINNURSING
EssentialI:Backgroundforpracticefromsciencesandhumanities
•Recognizesthatthemaster’s-
preparednurseintegratesscientificfindings
fromnursing,biopsychosocialfields,genetics,publichealth,quality
improvement,andorganizationalsciencesforthecon tinualimprove
ment
ofnursingcareacrossdiversesettings.
EssentialII:Organizationalandsystemsleadership
•Recognizesthatorganizationalandsystemsleadershiparecriticalto
the
promotionofhighqualityandsafepatientcare.Leadershipskillsare
neededthatemphasizeethicalandcriticaldecisionmaking,effective
workingrelationships,andasystemsperspective.
EssentialIII:Qualityimprovementandsafety
•Recognizesthatamaster’s-preparednursemustbearticulateinthe
methods,tools,performancemeasures,andstandardsrelatedtoqualit
y,as
wellaspreparedtoapplyqualityprincipleswithinanorganization.
EssentialIV:Translatingandintegratingscholarshipintopractice
•Recognizesthatthemaster’s-
preparednurseappliesresearchoutcomes
withinthepracticesetting,resolvespracticeproblems,worksasachan
ge
agent,anddisseminatesresults.
EssentialV:Informaticsandhealth-caretechnologies
•Recognizesthatthemaster’s-preparednurseusespatient-
caretechnologies
todeliverandenhancecareandusescommunicationtechnologiesto
integrateandcoordinatecare.
EssentialVI:Healthpolicyandadvocacy
•Recognizesthatthemaster’s-preparednurseisabletointerveneatthe
systemlevelthroughthepolicydevelopmentprocessandtoemploy
advocacystrategiestoinfluencehealthandhealthcare.
EssentialVII:Interprofessionalcollaborationforimprovingpatienta
nd
populationhealthoutcomes
•Recognizesthatthemaster’s-
preparednurse,asamemberandleaderof
interprofessionalteams,communicates,collaborates,andconsultsw
ith
otherhealthprofessionalstomanageandcoordinatecare.
EssentialVIII:Clinicalpreventionandpopulationhealthforimprovi
ng
health
•Recognizesthatthemaster’s-
preparednurseappliesandintegratesbroad,
organizational,client-
centered,andculturallyappropriateconceptsinthe
planning,delivery,management,andevaluationofevidence-
basedclinical
preventionandpopulationcareandservicestoindividuals,families,a
nd
aggregates/identifiedpopulations.
EssentialIX:Master’slevelnursingpractice
•Recognizesthatnursingpractice,atthemaster’slevel,isbroadlydefi
ned
asanyformofnursinginterventionthatinfluenceshealth-
careoutcomesfor
individuals,populations,orsys tems.Master’s-
levelnursinggraduates
musthaveanadvancedlevelofunderstandingofnursingandrelevant
sciencesaswellastheabilitytointegratethisknowledgeintopractice.
Nursingpracticeinterventionsincludebothdirectandindirectcare
components.
TheAmericanOrganizationofNurseExecutivesNurseExecutiveCo
mpetencies
In2004(updatedin2015),theAONEpublishedapaperdescribingskill
scommontonursesinexecutive
practiceregardlessoftheireducationallevelortitlesindifferentorgan
izations.WhiletheseNurse
ExecutiveCompetenciesdifferdependingontheleader’sspecificpos
itionintheorganization,theAONE
suggestedthatmanagersatalllevelsmustbecompetentinthefiveareas
notedinTable3(AONE,2015).
Thesecompetenciessuggestthatnursingleadership/managementisa
smuchaspecialtyasanyother
clinicalnursingspecialty,andassuch,itrequiresproficiencyandcom
petentpracticespecifictothe
executiverole.
TABLE3
AMERICANORGANIZATIONOFNURSEEXECUTIVESNURSE
EXECUTIVECOMPETENCIES
1.Communicationandrelationshipbuilding
•Communicationandrelationshipbuildingincludeseffective
communication,relationshipmanagement,influencingbehaviors,
diversity,communityinvolvement,medical/staffrelationships,and
academicrelationships.
2.Knowledgeofthehealth-careenvironment
•Knowledgeofthehealth-careenvironmentincludesclinicalpractice
knowledge,deliverymodelsandworkdesign,health-careeconomics
andpolicy,governance,evidence-
basedpractice/outcomemeasurement
andresearch,patientsafety,performanceimprovement/metrics,andr
isk
management.
3.Leadership
•Leadershipskillsincludefoundationalthinkingskills,personaljour
ney
disciplines,systemsthinking,successionplanning,andchange
management.
4.Professionalism
•Professionalismincludespersonalandprofessionalaccountability,
careerplanning,ethics,andadvocacy.
5.Businessskills
•Businessskillsincludefinancialmanagement,humanresource
management,strategicmanagement,andinformationmanagementa
nd
technology.
TheAmericanNursesAssociationStandardsofProfessionalPerform
ance
In2015,ANApublishedsixStandardsofPracticeforNursingAdminis
trationaswellaseleven
StandardsofProfessionalPerformance.Thesestandardsdescribeaco
mpetentlevelofnursingpractice
andprofessionalperformancecommontoallregisterednurses(Table
4).BecausetheStandardsof
Practicefornursingadministrationdescribethenursingprocessandth
uscrossallaspectsofnursing
care,onlytheStandardsofProfessionalPerformancehavebeeninclud
edinthecrosswalkofthisbook
(Table4).
TABLE4 AMERICANNURSESASSOCIATIONNURSING
ADMINISTRATIONSTANDARDSOFPROFESSIONALPERFOR
MANCE
Standard7.Ethics
•Theregisterednursepracticesethically.
Standard8.Culturallycongruentpractice
•Theregisterednursepracticesinamannerthatiscongruentwithcultu
ral
diversityandinclusionprinciples.
Standard9.Communication
•Theregisterednursecommunicateseffectivelyinallareasofpractice
.
Standard10.Collaboration
•Theregisterednursecollaborateswithhealth-
careconsumersandother
keystakeholdersintheconductofnursingpractice.
Standard11.Leadership
•Theregisterednurseleadswithintheprofessionalpracticesettingan
dthe
profession.
Standard12.Education
•Theregisterednurseseeksknowledgeandcompetencethatreflectsc
urrent
nursingpracticeandpromotesfuturisticthinking.
Standard13.Evidence-basedpracticeandresearch
•Theregisterednurseintegratesevidenceandresearchfindingsinto
practice.
Standard14.Qualityofpractice
•Theregisterednursecontributestoqualitynursingpractice.
Standard15.Professionalpracticeevaluation
•Theregisterednurseevaluatesone’sownandothers’nursingpractice
.
Standard16.Resourceutilization
•Theregisterednurseutilizesappropriateresourcestoplan,provide,a
nd
sustainevidence-basednursingservicesthataresafe,effective, and
fiscallyresponsible.
Standard17.Environmentalhealth
•Theregisterednursepracticesinanenvironmentallysafeandhealthy
manner.
TheQualityandSafetyEducationforNursesCompetencies
UsingtheInstituteofMedicine(2003)competenciesfornursing,theQ
SENInstitute(2014;Cronenwett,
2007)definedsixprelicensureandgraduatequalityandsafetycompet
enciesfornursing(Table5)and
proposedtargetsfortheknowledge,skills,andattitudestobedevelope
dinnursingprogramsforeachof
thesecompetencies.Ledbyanationaladvisoryboardanddistinguishe
dfaculty,QSENpursuesstrategies
todevelopeffectiveteachingapproachestoassurethatfuturegraduate
sdevelopcompetenciesinpatient-
centeredcare,teamworkandcollaboration,evidence-
basedpractice,qualityimprovement,safety,and
informatics.
TABLE5 QUALITYANDSAFETYEDUCATIONFORNURSES
COMPETENCIES
Patient-centeredcare
•Definition:Recognizethepatientordesigneeasthesourceofcontrol
and
fullpartnerinprovidingcompassionateandcoordinatedcarebasedon
respectforpatient’spreferences,values,andneeds.
Teamworkandcollaboration
•Definition:Functioneffectivelywithinnursingandinterprofession
al
teams,fosteringopencommunication,mutualrespect,andshareddec
ision
makingtoachievequalitypatientcare.
Evidence-basedpractice
•Definition:Integratebestcurrentevidencewithclinicalexpertisean
d
patient/familypreferencesandvaluesfordeliveryofoptimalhealthca
re.
Qualityimprovement
•Definition:Usedatatomonitortheoutcomesofcareprocessesanduse
improvementmethodstodesignandtestchangestocontinuouslyimpr
ove
thequalityandsafetyofhealth-caresystems.
Safety
•Definition:Minimizestheriskofharmtopatientsandprovidersthrou
gh
bothsystemeffectivenessandindividualperformance.
Informatics
•Definition:Useinformationandtechnologytocommunicate,manag
e
knowledge,mitigateerror,andsupportdecisionmaking.
LeadershipRolesandManagementFunctionsinNursing,nintheditio
n,hasancillaryresources
designedwithbothstudentsandinstructorsinmind,availableon
website.
StudentResourcesAvailableon
Glossary—
Fullyupdatedfortheninthedition,theglossarycontainsdefinitionsof
allimportant
termsinthetext.
JournalArticles—
25fullarticlesfromWoltersKluwerjournals(onecorrespondingtoea
chchapter)
—areprovidedforadditionallearningopportunities.
LearningObjectivesfromthetextbookareavailableinMicrosoftWor
dforyourconvenience.
NursingProfessionalRolesandResponsibilities
Instructor’sResourcesAvailableon
CompetencyMapspulltogetherthemappingprovidedinthecrosswal
kfeatureforeachchapter,
showinghowthebookcontentasawholeintegrateskeycompetenciesf
orpractice.
AnImageBankletsyouusethephotographsandillustrationsfromthist
extbookinyourPowerPoint
slidesorasyouseefitinyourcourse.
AnInstructor’sGuideincludesinformationonexperientiallearninga
ndguidelinesonhowtouse
thetextforvarioustypesoflearnersandindifferentsettingsaswellasi
nformationonhowtousethe
varioustypesofLearningExercisesinclude dinthetext.
LearningManagementSystemCourseCartridges
PowerPointpresentationsprovideaneasywayforyoutointegratethet
extbookwithyourstudents’
classroomexperience,eitherviaslideshowsorhandouts.Audiencere
sponsequestionsare
integratedintothepresentationstopromote classparticipationandall
owyoutousei-clicker
technology.
SampleSyllabiprovideguidanceforstructuringyourleadershipand
managementcourseandare
providedfortwodifferentcourselengths:7and14weeks.
StrategiesforEffectiveTeachingoffercreativeapproachesforengagi
ngstudents.
ATestGeneratorletsyouputtogetherexclusivenewtestsfromabankc
ontainingover750
questionstohelpyouinassessingyourstudents’understandingofthe
material.Testquestionslinkto
chapterlearningobjectives.
Accesstoallstudentresources.
Comprehensive,IntegratedDigitalLearning
Solution
s
Wearedelightedtointroduceanexpandedsuiteofdigitalsolutionstos
upportinstructorsandstudents
usingLeadershipRolesandManagementFunctionsinNursing,ninth
edition.Nowforthefirsttime,our
textbookisembeddedintotwointegrateddigitallearningsolutions—
onespecificforprelicensure
programsandtheotherforpostlicensure—
thatbuildonthefeaturesofthetextwithproveninstructional
designstrategies.Tolearnmoreaboutthesesolutions,visithttp://ww
w.nursingeducationsuccess.com/or
contactyourlocalWoltersKluwerrepresentative.
Ourprelicensuresolution,LippincottCoursePoint,isarichlearninge
nvironmentthatdrivescourseand
curriculumsuccesstopreparestudentsforpractice.LippincottCours
ePointisdesignedfortheway
studentslearn.Thesolutionconnectslearningtoreal-
lifeapplicationbyintegratingcontentfrom
LeadershipRolesandManagementFunctionsinNursingwithvideoca
ses,interactivemodules,and
journalarticles.Idealforactive,case-
basedlearning,thispowerfulsolutionhelpsstudentsdevelop
higherlevelcognitiveskillsandasksthemtomakedecisionsrelatedto
simple-to-complexscenarios.
LippincottCoursePointforLeadershipandManagementfeaturesthef
ollowing:
Leadingcontentincontext:DigitalcontentfromLeadershipRolesand
ManagementFunctionsin
NursingisembeddedinourPowerfulTools,engagingstudentsandenc
ouraginginteractionand
learningonadeeperlevel.
ThecompleteinteractiveeBookfeaturesannualcontentupdateswitht
helatestevidence-based
practicesandprovidesstudentswithanytime,anywhereaccessonmul
tipledevices.
FullonlineaccesstoStedman’sMedicalDictionaryfortheHealthProf
essionsandNursing
ensuresstudentsworkwiththebestmedicaldictionaryavailable.
Powerfultoolstomaximizeclassperformance:Additionalcourse-
specifictoolsprovidecase-
basedlearningforeverystudent:
VideoCaseshelpstudentsanticipatewhattoexpectasanurse,withdet
ailedscenariosthat
capturetheirattentionandintegrateclinicalknowledgewithleadersh
ipandmanagementconcepts
thatarecriticaltoreal-
worldnursingpractice.Bywatchingthevideosandcompletingrelated
activities,studentswillflextheirproblem-
solving,prioritizing,analyzing,andapplica tionskillsto
aidbothinNCLEXpreparationandinpreparationforpractice.
http://www.nursingeducationsuccess.com/
InteractiveModuleshelpstudentsquicklyidentifywhattheydoanddo
notunderstand,sothey
canstudysmartly.Withexceptionalinstructionaldesignthatprompts
studentstodiscover,reflect,
synthesize,andapply,studentsactivelylearn.Remediationlinkstoth
edigitaltextbookare
integratedthroughout.
CuratedcollectionsofjournalarticlesareprovidedviaLippincottNur
singCenter,Wolters
Kluwer’spremierdestinationforpeer-
reviewednursingjournals.Throughintegrationof
CoursePointandNursingCenter,studentswillengageinhownursingr
esearchinfluencespractice.
Datatomeasurestudents’progress:Studentperformancedataprovid
edinanintuitivedisplaylets
instructorsquicklyassesswhetherstudentshaveviewedinteractivem
odulesandvideocasesoutside
ofclassaswellasseestudents’performanceonrelatedNCLEX-
stylequizzes,ensuringstudentsare
comingtotheclassroomreadyandpreparedtolearn.
TolearnmoreaboutLippincottCoursePoint,pleasevisit:
http://www.nursingeducationsuccess.com/coursepoint
LippincottRNtoBSNOnline:LeadershipandManagementisapostlic
ensuresolutionforonlineand
hybridcourses,marryingexperientiallearningwiththetrustedconten
tinLeadershipRolesand
ManagementFunctionsinNursing,ninthedition.
Builtaroundlearningobjectives thatarealignedtotheBSNEssentials
andQSENnursingcurriculum
standards,everyaspectofLippincottRNtoBSNOnlineisdesignedtoe
ngage,challenge,andcultivate
postlicensurestudents.
Self-
pacedinteractivemodulesemploykeyinstructionaldesignstrategies
—includingstorytelli ng,
modeling,andcase-basedandproblem-basedscenarios—
toactivelyinvolvestudentsinlearning
newmaterialandfocusstudents’learningoutcomesonreal-
lifeapplication.
http://www.nursingeducationsuccess.com/coursepoint
Pre-andpost-
moduleassessmentsactivatestudents’existingknowledgepriortoen
gagingwiththe
moduleandthenassesstheircompetencyaftercompletingthemodule.
Discussionboardquestionscreateanongoingdialoguetofostersocial
learning.
Writingandgroupworkassignmentshonestudents’competenceinwr
itingandcommunication,
instillingtheskillsneededtoadvancetheirnursingcareers.
Collatedjournalarticlesacquaintstudentstothebodyofnursingresea
rchongoinginrecent
literature.
Casestudyassignments,includingunfoldingcasesthatevolvefromca
sesintheinteractive
modules,aidstudentsinapplyingtheorytoreal-lifesituations.
BestPracticesinScholarlyWritingGuidecoversAmericanPsycholo
gicalAssociationformatting
andstyleguidelines.
Usedaloneorinconjunctionwithotherinstructor-
createdresources,LippincottRNtoBSNOnline
addsinteractivitytocourses.Italsosavesinstructorstimebykeepingb
othtextbookandcourseresources
currentandaccuratethroughregularupdatestothecontent.
TolearnmoreaboutLippincottRNtoBSNOnline,pleasevisit
http://www.nursingeducationsuccess.com/nursing-education-
solutions/lippincott-rn-bsn-online/
ClosingNote
Itisourhopeandexpectationthatthecontent,style,andorganizationo
fthisnintheditionofLeadership
RolesandManagementFunctionsinNursingwillbehelpfultothosest
udentswhowanttobecome
skillful,thoughtfulleadersandmanagers.
BessieL.Marquis,RN,MSN
CarolJ.Huston,RN,MSN,DPA,FAAN
REFERENCES
AmericanAssociationofCollegesofNursing.(2008).Theessentials
ofbaccalaureateeducationfor
http://www.nursingeducationsuccess.com/nursing-education-
solutions/lippincott-rn-bsn-online/
professionalnursingpractice.RetrievedOctober17,2015,from
http://www.aacn.nche.edu/education-
resources/baccessentials08.pdf
AmericanAssociationofCollegesofNursing.(2011).Theessentials
ofmaster’seducationinnursing.
RetrievedOctober17,2015,fromhttp://www.aacn.nche.edu/educat
ion-
resources/MastersEssentials11.pdf
AmericanNursesAssociation.(2015).Nursing:Scope&standardsof
practice(3rded.).SilverSpring,
MD:Author.
AmericanOrganizationofNurseExecutives.(2015).TheAONEnurs
eexecutivecompetencies.
RetrievedOctober17,2015,fromhttp://www.aone.org/resources/n
urse-leader-
competencies.shtml
Cronenwett,L.,etal.(2007).Qualityandsafetyeducationfornurses.
NursingOutlook55(3),122.
InstituteofMedicine.(2003).Healthprofessionseducation:Abridge
toquality.Washington,DC:
NationalAcademiesPress.
QualityandSafetyEducationforNursesInstitute.(2014).Competenc
ies.RetrievedOctober17,2015,
fromhttp://qsen.org/competencies/
http://www.aacn.nche.edu/education-
resources/baccessentials08.pdf
http://www.aacn.nche.edu/education-
resources/MastersEssentials11.pdf
http://www.aone.org/resources/nurse-leader-competencies.shtml
http://qsen.org/competencies/
CONTENTS
I
TheCriticalTriad:DecisionMaking,Management,andLeadership
1DecisionMaking,ProblemSolving,CriticalThinking,andClinical
Reasoning:Requisitesfor
SuccessfulLeadershipandManagement
DecisionMaking,ProblemSolving,CriticalThinking,andClinicalR
easoning
VicariousLearningtoIncreaseProblem-SolvingandDecision-
MakingSkills
TheoreticalApproachestoProblemSolvingandDecisionMaking
CriticalElementsinProblemSolvingandDecisionMaking
IndividualVariationsinDecisionMaking
OvercomingIndividualVulnerabilityinDecisionMaking
DecisionMakinginOrganizations
Decision-MakingTools
PitfallsinUsingDecision-MakingTools
IntegratingLeadershipRolesandManagementFunctionsinDecision
Making
KeyConcepts
AdditionalLearningExercisesandApplications
2ClassicalViewsofLeadershipandManagement
Managers
Leaders
HistoricalDevelopmentofManagementTheory
HistoricalDevelopmentofLeadershipTheory(1900toPresent)
IntegratingLeadershipRolesandManagementFunctions
KeyConcepts
AdditionalLearningExercisesandApplications
3Twenty-First-
CenturyThinkingAboutLeadershipandManagement
NewThinkingAboutLeadershipandManagement
TransitionFromIndustrialAgeLeadershiptoRelationshipAgeLead
ership
IntegratingLeadershipRolesandManagementFunctionsinthe21stC
entury
KeyConcepts
AdditionalLearningExercisesandApplications
II
FoundationforEffectiveLeadershipandManagementEthics,Law,
andAdvocacy
4EthicalIssues
MoralIssuesFacedbyNurses
EthicalFrameworksforDecisionMaking
PrinciplesofEthicalReasoning
AmericanNursesAssociationCodeofEthicsandProfessionalStanda
rds
EthicalProblemSolvingandDecisionMaking
TheMoralDecision-MakingModel
WorkingTowardEthicalBehaviorastheNorm
IntegratingLeadershipRolesandManagementFunctionsinEthics
KeyConcepts
AdditionalLearningExercisesandApplications
5LegalandLegislativeIssues
SourcesofLaw
TypesofLawsandCourts
LegalDoctrinesandthePracticeofNursing
ProfessionalNegligence
AvoidingMalpracticeClaims
ExtendingtheLiability
IncidentReportsandAdverseEventForms
IntentionalTorts
OtherLegalResponsibilitiesofthe Manager
LegalConsiderationsofManagingaDiverseWorkforce
ProfessionalVersusInstitutionalLicensure
IntegratingLeadershipRolesandManagementFunctionsinLegaland
LegislativeIssues
KeyConcepts
AdditionalLearningExercisesandApplications
6Patient,Subordinate,Workplace,andProfessionalAdvocacy
BecominganAdvocate
PatientAdvocacy
PatientRights
SubordinateandWorkplaceAdvocacy
WhistleblowingasAdvocacy
ProfessionalAdvocacy
IntegratingLeadershipRolesandManagementFunctionsinAdvocac
y
KeyConcepts
AdditionalLearningExercisesandApplications
III
RolesandFunctionsinPlanning
7OrganizationalPlanning
LookingtotheFuture
ProactivePlanning
StrategicPlanningattheOrganizationalLevel
OrganizationalPlanning:ThePlanningHierarchy
VisionandMissionStatements
OrganizationalPhilosophy
SocietalPhilosophiesandValuesRelatedtoHealthCare
IndividualPhilosophiesandValues
GoalsandObjectives
PoliciesandProcedures
Rules
OvercomingBarrierstoPlanning
IntegratingLeadershipRolesandManagementFunctionsinPlanning
KeyConcepts
AdditionalLearningExercisesandApplications
8PlannedChange
Lewin’sChangeTheoryofUnfreezing,Movement,andRefreezing
Lewin’sChangeTheoryofDrivingandRestrainingForces
AContemporaryAdaptationofLewin’sModel
ClassicChangeStrategies
Resistance:TheExpectedResponsetoChange
PlannedChangeasaCollaborativeProcess
TheLeader-ManagerasaRoleModelDuringPlannedChange
OrganizationalChangeAssociatedWithNonlinearDynamics
OrganizationalAging:ChangeasaMeansofRenewal
IntegratingLeadershipRolesandManagementFunctionsinPlanned
Change
KeyConcepts
AdditionalLearningExercisesandApplications
9TimeManagement
ThreeBasicStepstoTimeManagement
PersonalTimeManagement
IntegratingLeadershipRolesandManagementFunctionsinTimeMa
nagement
KeyConcepts
AdditionalLearningExercisesandApplications
10FiscalPlanning
BalancingCostandQuality
ResponsibilityAccountingandForecasting
BasicsofBudgets
StepsintheBudgetaryProcess
TypesofBudgets
BudgetingMethods
CriticalPathways
Health-CareReimbursement
MedicareandMedicaid
TheProspectivePaymentSystem
ManagedCare
Health-
CareReformandthePatientProtectionandAffordableCareAct
IntegratingLeadershipRolesandManagementFunctionsinFiscalPl
anning
KeyConcepts
AdditionalLearningExercisesandApplications
11CareerPlanningandDevelopmentinNursing
CareerStages
JustificationsforCareerDevelopment
IndividualResponsibilityforCareerDevelopment
TheOrganization’sRoleinEmployeeCareerDevelopment
CareerCoaching
ManagementDevelopment
ContinuedCompetencyasPartofCareerDevelopment
ProfessionalSpecialtyCertification
ReflectivePracticeandtheProfessionalPortfolio
CareerPlanningandtheNewGraduateNurse
Transition-to-
PracticePrograms/ResidenciesforNewGraduateNurses
ResuméPreparation
IntegratingLeadershipRolesandManagementFunctionsinCareerPl
anningandDevelopment
KeyConcepts
AdditionalLearningExercisesandApplications
IV
RolesandFunctionsinOrganizi ng
12OrganizationalStructure
FormalandInformalOrganizationalStructure
OrganizationalTheoryandBureaucracy
ComponentsofOrganizationalStructure
LimitationsofOrganizationCharts
TypesofOrganizationalStructures
DecisionMakingWithintheOrganizationalHierarchy
Stakeholders
OrganizationalCulture
SharedGovernance:OrganizationalDesignforthe21stCentury?
MagnetDesignationandPathwaytoExcellence
CommitteeStructureinanOrganization
ResponsibilitiesandOpportunitiesofCommitteeWork
OrganizationalEffectiveness
IntegratingLeadershipRolesandManagementFunctionsAssociated
WithOrganizationalStructure
KeyConcepts
AdditionalLearningExercisesandApplications
13Organizational,Political,andPersonalPower
UnderstandingPower
TheAuthority–PowerGap
MobilizingthePoweroftheNursingProfession
AnActionPlanforIncreasingProfessionalPowerinNursing
StrategiesforBuildingaPersonalPowerBase
ThePoliticsofPower
IntegratingLeadershipRolesandManagementFunctionsWhenUsin
gAuthorityandPowerin
Organizations
KeyConcepts
AdditionalLearningExercisesandApplications
14OrganizingPatientCare
TraditionalModesofOrganizingPatientCare
DiseaseManagement
SelectingtheOptimumModeofOrganizingPatientCare
NewRolesfortheChangingHealthCareArena:NurseNavigators,Cli
nicalNurseLeaders,and
LeadersinPatient-CenteredCare
IntegratingLeadershipRolesandManagementFunctionsinOrganizi
ngPatientCare
KeyConcepts
AdditionalLearningExercisesandApplications
V
RolesandFunctionsinStaffing
15EmployeeRecruitment,Selection,Placement,andIndoctrination
PredictingStaffingNeeds
IsaNursingShortageImminent?
SupplyandDemandFactorsLeadingtoaPotentialNursingShortage
Recruitment
InterviewingasaSelectionTool
TipsfortheInterviewee
Selection
Placement
Indoctrination
IntegratingLeadershipRolesandManagementFunctionsinEmploye
eRecruitment,Selection,
Placement,andIndoctrination
KeyConcepts
AdditionalLearningExercisesandApplications
16SocializingandEducatingStaffinaLearningOrganization
TheLearningOrganization
StaffDevelopment
LearningTheories
AssessingStaffDevelopmentNeeds
EvaluationofStaffDevelopmentActivities
SharedResponsibilityforImplementingEvidence-BasedPractice
SocializationandResocialization
OvercomingMotivationalDeficiencies
CoachingasaTeachingStrategy
MeetingtheEducationalNeedsofaCulturallyDiverseStaff
IntegratingLeadershipandManagementinTeamBuildingThroughS
ocializingandEducatingStaffin
aLearningOrganization
KeyConcepts
AdditionalLearningExercisesandApplications
17StaffingNeedsandSchedulingPolicies
UnitManager’sResponsibilitiesinMeetingStaffingNeeds
CentralizedandDecentralizedStaffing
ComplyingWithStaffingMandates
StaffingandSchedulingOptions
WorkloadMeasurementTools
TheRelationshipBetweenNursingCareHours,StaffingMix,andQua
lityofCare
ManagingaDiverseStaff
GenerationalConsiderationsforStaffing
TheImpactofNursingStaffShortagesonStaffing
FiscalandEthicalAccountabilityforStaffing
DevelopingStaffingandSchedulingPolicies
IntegratingLeadershipRolesandManagementFunctionsinStaffing
andScheduling
KeyConcepts
AdditionalLearningExercisesandApplications
VI
RolesandFunctionsinDirecting
18CreatingaMotivatingClimate
IntrinsicVersusExtrinsicMotivation
MotivationalTheory
CreatingaMotivatingClimate
StrategiesforCreatingaMotivatingClimate
Promotion:AMotivationalTool
PromotingSelf-Care
IntegratingLeadershipRolesandManagementFunctionsinCreating
aMotivatingClimateatWork
KeyConcepts
AdditionalLearningExercisesandApplications
19Organizational,Interpersonal,andGroupCommunication
TheCommunicationProcess
VariablesAffectingOrganizationalCommunication
OrganizationalCommunicationStrategies
CommunicationModes
ElementsofNonverbalCommunication
VerbalCommunicationSkills
ListeningSkills
WrittenCommunicationWithintheOrganization
TechnologyasaToolinContemporaryOrganizationalCommunicati
on
Communication,Confidentiality,andHealthInsurancePortabilitya
ndAccountabilityAct
ElectronicHealthRecordsandMeaningful Use
GroupCommunication
GroupDynamics
IntegratingLeadershipandManagementinOrganizational,Interpers
onal,andGroupCommunication
KeyConcepts
AdditionalLearningExercisesandApplications
20Delegation
DelegatingEffectively
CommonDelegationErrors
DelegationasaFunctionofProfessionalNursing
SubordinateResistancetoDelegation
DelegatingtoaMulticulturalWorkTeam
IntegratingLeadershipRolesandManagementFunctionsinDelegati
on
KeyConcepts
AdditionalLearningExercisesandApplications
21EffectiveConflictResolutionandNegotiatio n
TheHistoryofConflictManagement
Intergroup,Intrapersonal,andInterpersonalConflict
TheConflictProcess
ConflictManagement
ManagingUnitConflict
Bullying,Incivility,Mobbing,andWorkplaceViolence
Negotiation
AlternativeDisputeResolution
SeekingConsensus
IntegratingLeadershipSkillsandManagementFunctionsinManagin
gConflict
KeyConcepts
AdditionalLearningExercisesandApplications
22CollectiveBargaining,Unionization,andEmploymentLaws
UnionsandCollectiveBargaining
HistoricalPerspectiveofUnionizationinAmerica
UnionRepresentationofNurses
AmericanNursesAssociationandCollectiveBargaining
EmployeeMotivationtoJoinorRejectUnions
AvertingtheUnion
Union-OrganizingStrategies
StepstoEstablishaUnion
TheManagers’RoleDuringUnionOrganizing
TheNurseasSupervisor:EligibilityforProtection UndertheNational
LaborRelationsAct
EmploymentLegislation
StateHealthFacilitiesLicensingBoards
IntegratingLeadershipSkillsandManagementFunctionsWhenWor
kingWithCollectiveBargaining,
Unionization,andEmploymentLaws
KeyConcepts
AdditionalLearningExercisesandApplications
VII
RolesandFunctionsinControlling
23QualityControl
DefiningQualityHealthCare
QualityControlasaProcess
TheDevelopmentofStandards
AuditsasaQualityControlTool
StandardizedNursingLanguages
QualityImprovementModels
WhoShouldBeInvolvedinQualityControl?
QualityMeasurementasanOrganizationalMandate
ProfessionalStandardsReviewOrganizations
TheJointCommission
CentersforMedicare&MedicaidServices
NationalCommitteeforQualityAssurance
NationalDatabaseofNursingQualityIndicators
ReportCards
MedicalErrors:AnOngoingThreattoQualityofCare
TheLeapfrogGroup
SixSigmaApproachandLeanManufacturing
ReformingtheMedicalLiabilitySystem
IntegratingLeadershipRolesandManagementFunctionsWithQualit
yControl
KeyConcepts
AdditionalLearningExercisesandApplications
24PerformanceAppraisal
UsingthePerformanceAppraisaltoMotivateEmployees
StrategiestoEnsureAccuracyandFairnessinthePerformanceApprai
sal
PerformanceAppraisalTools
PlanningthePerformanceAppraisalInterview
OvercomingAppraisalInterviewDifficulties
PerformanceManagement
Coaching:AMechanismforInformalPerformanceAppraisal
WhenEmployeesAppraiseTheirManager’sPerformance
UsingLeadershipSkillsandManagementFunctionsinConductingPe
rformanceAppraisals
KeyConcepts
AdditionalLearningExercisesandApplications
25ProblemEmployees:RuleBreakers,Mar ginalEmployees,andthe
Chemicallyor
PsychologicallyImpaired
ConstructiveVersusDestructiveDiscipline
Self-DisciplineandGroupNorms
FairandEffectiveRules
DisciplineasaProgressiveProcess
DisciplinaryStrategiesfortheManager
DiscipliningtheUnionizedEmployee
TheDisciplinaryConference
TheTerminationConference
GrievanceProcedures
TransferringEmployees
TheMarginalEmployee
TheChemicallyImpairedEmployee
RecognizingtheChemicallyImpairedEmployee
IntegratingLeadershipRolesandManagementFunctionsWhenDeali
ngWithProblemEmployees
KeyConcepts
AdditionalLearningExercisesandApplications
Appendix

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