USING THE NOTES TO THE FINANCIAL STATEMENTS TO UNDERSTAND THE COMPOSITION OF DEBTt.pdf

SCHOOL OF SCIENCE AND TECHNOLOGY
NURSING ADMINISTRATION AND
MANAGEMENT
BSN 6323
BANGLADESH OPEN UNIVERSITY

MANAGEMENT
BSN 6323
Course Development Team
Writers
Dr. K. B. Sarwar
Mosammat Rabia Khatun
Editor
Mahmuda Khatun
Program Co-ordinator
Md. Abdul Mojid Mondol
School of Science and Technology
Bangladesh Open University
Over All Supervision
Professor Khawja Jakaria Ahmad Chisty
Dean
School of Science and Technology

MANAGEMENT
BSN 6323
Published by:
Publishing, Printing and Distribution Division
Bangladesh Open University, Gazipur-1705
© School of Science and Technology
January 2007
Computer Composed and DTP Layout by:
Md. Jakir Hossin
Cover Designed by: Md. Monirul Islam
Cover Graphics: Abdul Malek
Printed by:
ISBN 984-34-4025-0
All rights reserved. No Part of this book may be reproduced
in any form without prior permission of the copyright holder

Contents
Nursing Administration and Management
Unit 1 : Introduction to Nursing Administration and Management 1
Lesson 1 : Historical Development and Organizational Structure of Nursing
Services ....................................................................................................
1
Lesson 2 : Nature, Scope and Purposes of Administration .................................... 5
Lesson 3 : Functions, Principles and Components .................................................. 8
Lesson 4 : Leadership ............................................................................................... 21
Lesson 5 : Communication ....................................................................................... 30
Lesson 6 : Relation .................................................................................................... 37
Unit 2 : Nursing Administration in Services Institutions 41
Lesson 1 : Management of Hospital/Community Services ..................................... 41
Lesson 2 : Personnel Management ......................................................................... 50
Lesson 3 : Procurement and Maintenance of Hospital Articles ............................ 65
Lesson 4 : Record Reports ...................................................................................... 71
Lesson 5 : Financial Management and Budgeting ................................................. 77
Unit 3 : Ward Management 85
Lesson 1 : Ward Management and Role of In-charge Nurse ................................ 85
Lesson 2 : Supervision, Guidance, Decision-Making and Delegation .................. 90
Lesson 3 : Record Keeping in the Wards and Report Analysis ............................. 97
Lesson 4 : Trends and Issues in Nursing Management ......................................... 104

Unit 1: Introduction to Nursing
Administration and Management
Lesson 1: Historical Development and
Organizational Structure of
Nursing Services
1.1. Learning Objectives
On completion of this lesson you will be able to-
ƒ describe historical development of nursing administration
ƒ draw organizational structure of nursing services
1.2. Historical Development of Nursing Administration
The function of administration is an essential factor in the development of
any service; it provides the mean whereby the most effective use can be
made of the knowledge and skills of those giving the service.
The advancement in the art of administration is comparatively less than
that of nursing services. Indeed, there is ample evidence from studies,
which have been made in many countries that better use can be made of
the skills acquired and of the energy and enthusiasm of the men and
women who make up the nursing team. Unless the training of the
professional nurse includes a study of administrative practice, when she
reaches a position of authority, she is ill prepared, for it. It must be
remembered that administrative practice is not confined to the top level of
authority, that all who occupy positions, which call for the planning and
direction of the work of others need to exercise administrative skill.
It has been stated that ‘Lack of administrative skill can only be cured by
persuading administrator to become more skillful’, and it follows that the
remedy lies in a determination on the part of all those whose work
involves administrative functions to acquire the necessary skill.
1.3. Organizational Chart
The usual expression of responsibility relationship among people and jobs
is the organizational chart. An organizational chart is a management tool,
a pattern to show how parts are put together to accomplish a particular
purpose.
Bangladesh Open University 1

Introduction to Nursing Administration and Management
The chart indicates areas of responsibility, to whom and for whom each
person is accountable and the major channels of formal communication. It
is interwoven with the organization plan of the hospital, indicating
interdepartmental as well as intradepartmental relationships.
In drawing up an organizational chart a nurse director and the
administrative nursing staff should:
1. Determine the purpose of the plan. There are at least three elements to
be considered: i) Administrative control, ii) Planning and
policymaking and iii) Relationships with other departments and related
agencies.
2. Draw a chart of the present departmental plan-the actual working one,
not the formal one. Sometimes there is a hidden organizational plan
that differs from the formal plan and is quite effective. It is helpful to
know what is happing in actual practice.
3. Review the departmental functions and determine what activities are
needed in order to carry them out. It may be found that certain
activities are duplicated; some may belong to other departments;
important ones may have been left out of the pattern.
4. Classify the department’s functions and activities drawing up job
specifications and finding out where the responsibility for decision
making should be placed.
5. Review relationship with other hospital departments. Determine what
activities involve other areas, what working relationships are necessary
and at what levels they are to be established in order to attain the
objectives of the nursing department.
There is no one right way to organize a departmental chart. Organizational
structure is not static and stationary. The personnel who are part of the
organization change; the organization grows and adopts new technology;
the social, political and economic setting in which a hospital operates is
continuously in flex. One task of a nurse director is to keep her part of the
organization adjusted to these changes. As nursing administration is able
to predict changing conditions with reasonable accuracy; the chart or
organization can be reviewed or revised. When changes do occur in the
chart, all members of the department should be notified.
The pattern for administrative control should indicate an orderly chain of
command, with lines of authority and responsibility clearly drawn. In that
chain each person has an immediate superior and must not be expected to
take directions from any other person.
School of Science and Technology 2

1.4. Organizational Structures
The traditional pyramidal concept has been a popular organizational
structure. Some believe that the pyramid structure has outlived its
usefulness; others believe pyramidal concepts are still valid. The need for
accountability is still an inescapable fact of organizational life. As
organizations experiment with new structural strategies in response to a
swiftly moving scene, there is a need to find ways to modify and
supplement the pyramid design. The results of empirical research on
organizational structure offer convincing evidence that there is no single
universally optimal organizational plan.
Some organizations see the ladder structure as the answer to the problem
of where to locate the growing services can be lifted out of the pyramid
and placed in a neutral ladder apart from the hierarchy. This leaves
executives free to call for the advice of any specialist without having to go
through the hierarchy. It also releases the executive communication
network from the obstruction of a specialist’s department. The specialty
should be able to pass up and down the ladder, temporarily entering the
organization at various levels, wherever their services are required. Thus
the specialists are left to their specialty, instead of being forced to climb to
positions in the organization they may be incompetent to fill.
The pyramid structure for many years has been an ideal means for the
person at the top to pass the orders to the subordinates under him.
However, with the new knowledge that behavioral scientists have
provided, people in organizations are now asking for some opportunity to
share their voices and opinions about their place of work. The move
toward participative management concepts offers, in theory an opportunity
for all levels of personnel to participate responsibly in the life of their
place of employment. Associated with this person-centered concept of
management is its tool, managing by objectives (MBO) an approach that
allows everyone to join in improving the life of a work setting one hopes,
to achieve hospital goals as well as the individual’s goals.

" 1.5. Exercise
1.5.1. Multiple choice questions
1. Encircle the letter ‘T’ it the following statement is true and ‘F’ if
the statement is false.
a. Knowledge and skills are essential for a competent administrator
b. The advancement in the art of administration is comparatively
more in nursing.
c. Administrative practices is confined to the top level of authority
d. Ladle of administrative skill can only be cured by persuading
administrators to become move skillful.
2. Encircle the letter of the best answer of the following statement.
The new concept of behavioral scientists regarding organizational
structure is
a. Pyramidal concept
b. Ladder structure
c. Participative management concept
d. Specialty concept.
1.5.2. Short questions
1. What is organizational chart?
2. What factors an administrator should consider to prepare an
organizational chart?

Lesson 2: Nature, Scope and Purposes of
Administration
ƒ explain the nature and scope of administration
ƒ identify the purposes of administration.
2.2. Nature Purpose and Scope of Administration
Administration has been defined as an enabling process; it covers the
whole art of carrying into effect any policy, plan or undertaking, whether
conceived by government, public or private agency.
It may, however, go further than the simple executive functions of
applying known rules to given cases; for in its widest from it must
embrace leadership, policy-making and planning.
In any work situation the three factors involved are:
1. Policy: what shall be done?
2. Organization: the co-ordination of the effort of the persons involved
and
3. Execution: the carrying-out of the operation.
The administrator will be involved in policy decisions. The policy
decisions, if they are to be good ones, must be based on verifiable facts; in
the process of collecting those facts, which is known as investigation,
administration must play its part. In other words, before a policy or plan
can be conceived, some attempt must be made to forecast the situation to
which the plan is to be applied; and the degree of accuracy in forecasting
is a measure of the success of the plan.
It is therefore highly necessary that there should be active participation in
the policy forming stage by those directly concerned. To be effective, this
participation should not be confined to the top level of authority, but
should be carried right down. The result will be a policy that is at once
realistic and workable.
At this stage the second principle, relativity, must be applied, since all
forecasting must be in terms, which correspond to the realities of the
situation. It is easy to produce the ideal plan; but, if the resources
necessary to implement it are not available, it is useless. True planning

takes into account all the limitation as well as the resources of the situation
and factors such as on hand.
Administration which carries the responsibility of accomplishing results
through the efforts of other people is concerned not only with the
development of people. The organization of work is very much a human
affair, in which results, though visibly depending on materials and
equipment, can not be accomplished except by human effort. The purpose
of organization is to unify those efforts, and a clear understanding of
human relationships is necessary if the desired result is to be obtained.
Modern management now recognizes certain fundamental ideas, which
apply equally well in all nursing administration, namely:
1. That the quality of the working force is the most vital factor in
success;
2. That initiative is to be encouraged;
3. That the raising of morale in the working group is more important than
the imposition of a rigid discipline;
4. That training based on careful selection must become a conscious and
continuous process;
5. That proficiency is not dependent on skill alone, but on the use made
of available energy and latent ability and that potential qualities can be
drawn out under favorable working conditions by the proper guidance,
direction and stimulus exercised by those who administer.
Management has been perceived as a blend of art and science. Scientific
management is the result of applying scientific knowledge and methods to
different aspects of management and the concerns that arise from them.
Management as an art starts where science leaves off. Science deals with
the measurable, calculable and predictable, but when management extends
beyond these parameters, which it does in any busy day, art comes into
play. Art is the ability to sense a situation, to respond to its mature and
demands in terms of the inner or intuitive senses, which are capable of
handing intangibles, rather than assessing by reason, analysis and logic.
The art of management may be perceived a relating to one's personality. It
requires certain qualities that can be learned, developed and brought into
balance by one’s experience as his character matures, develops and
becomes rounded out and integrated. Education, training and practice help.

" 2.3. Exercise
1. Encircle letter ‘T’ if the following statement is correct and ‘F’ is
the statement is in correct.
a. Policy making is an important factor in administration
b. Organization is the co-ordination of the efforts of the personnel
involved
c. Degree of accuracy in forecasting is a measure of successes of the
plan
d. Participation should be confined to the top-level authority for
realistic and workable police.
2. Encircle the letter containing appropriate answer of the following
statement
Art is an ability of a manger to
a. Assess the situation by reasoning
b. Assess the situation by analysis and logic
c. Predict the situation
d. Sense a situation.
1. Define the terms administration and management.
2. Write down the fundamental ideas recognized by modern
management, which are important for modern nursing
administration.

Lesson 3: Functions, Principles and Components
On completion of this lesson, you will be able to-
ƒ explains the functions and principles of administration and
management
ƒ state the components of administration and management.
3.2. Managerial Functions
The management process can be improved with practice and developed
through the managerial function of planning, organizing, leading and
controlling.
Planing
Organizing
Leading
Controlling
Administration moves into motion the management process. These
functions are present to a greater or lesser extent in all executive jobs at
different levels and in various fields. The job content will vary, but the
underlying processes will be similar. In order to expose the full
significance of each function, they will be considered individually.
3.3. Planning
Planning is the first function of management. All other management
functions- organizing, staffing, directing and controlling- are dependent on
planning. The nurse manager needs to be familiar with the decision
making process and decision-making tools so that she can identify the
purpose of the institution; state the philosophy; define goals and
objectives, outline polices and procedures; analyze, evaluate and design
jobs; prepare budgets to implement her plans and manage her time and
that of the organization.
The process of planning covers a wide range of activities, all the way from
initially sensing that something needs to be done to firmly deciding who
does what when. Planning is much broader than compiling and analyzing
information or dreaming up ideas of what might be undertaker. It is more
than logic or imagination or judgment. It is a combination of all these

processes that culminates in a decision about what is to be done. A nurse
director must draw many conclusions, such as determining what facts are
important and whose word she cans trust-broadly speaking, these are
decisions.
3.4. Elements of Planning
A nurse director can improve her ability to plan, to make decisions by
asking herself two questions:
1. What are the elements of making a plan?
2. How are these elements actually carried out in an organization?
The four essential elements are:
i. Diagnosing the problem
ii. Finding the most promising solutions
iii. Analyzing and comparing these alternatives and
iv. Selecting the test plan.
Four elements of planning
1. Diagnose Problems
2. Find most promising solutions
3. Analyze and compare alternatives
4. Select best plan
Fig.: Four elements planning.
In making a diagnosis, the first more is to identify and classify a problem.
Starting with a situation that needs improvement, the nurse director must
locate the obstacles that stand in the way of achievements; she should spell
out the essentials of a satisfactory solution. If there are critical restrictions
on acceptable solutions, such as limits on money available or on personnel
that may be used, she must also state them.
A good diagnosis says what is wrong, identifies the causes, gives the
requirements for a satisfactory solution and indicates any significant limits
within which the solution must be applicable.

In finding alternative solutions, the nurse director must be concerned with
what could be done to overcome the obstacles identified by her diagnosis.
This element requires imagination and originality. The alternatives can
range from doing nothing to finding a means around the difficulty or
removing it, to perhaps modifying the objectives.
The alternatives must be analyzed and composed. If a choice is to be made
among the probable plans, the primary differences have to be recognized.
All pertinent data, opinions or accepted facts, must be reviewed in the time
available and related to the primary differences. Such an analysis will
result not only in a list of advantages and disadvantages for each
alternative solution but also in some evidence of the relative importance of
particular pros and cons.
Finally, the nurse director selects the plan to be followed. Sometimes the
one best alternative is not so clear that analysis alone provides the answer.
Several factors may need to be balanced, such as morale, cost, acceptance
and patient reaction. Consideration must be given to the differences in
probabilities of failure and the chances of partial success.
Time and cost may prevent an exhaustive analysis and the director will
have to determine when deceives is worth more than increased accuracy.
By blending these considerations with the results of objective analysis, she
forms an authoritative decision on action to be taken. The course of action
is then translated into a complete statement (objective) showing who,
what, when where, how and why.
3.5. Purposes of Planning
The planning structure within an organization has several purposes:
i. To prove for consistency of action, which is necessary so that people
both inside and outside the organization can anticipate its
performance;
ii. To provide for integration and co-ordination of organizational
activities; and
iii. To permit considerable economy of managerial effort.
Every organization has a set of basic plans, and these include objectives
for the organization as a whole and subunits. Objectives, polices,
procedures, programs, schedules and budget are all plans that provide a
framework within which individual decisions are made.

3.6. Time Necessary for Planning
Sound planning takes time. It is desirable to consult with other members
of the staff and together ideas and facts from many sources; this cannot be
done on the spur of the moment. Deciding to make a major change in an
organization's operation is often just the beginning of a wide range of
planning necessary to implement the basic decision and such planning is
far from instantaneous.
The elapsed time involved is planning often serves good purposes. Expert
help from different people is made available. The wisdom and consistency
of a planning structure are incorporated into the operating decisions. The
ramifications of a major decision are exposé and opportunity for balanced,
integrated action provided.
Difficulties
Planning requires nurse directors to recognize that difficulties do arise.
There is always some inertia when joint efforts of several individuals are
needed and some one must provide the enthusiasms and motivation to
overcome it. Also important is managerial skill in organizing
administrative work, in using planning instruments and in coordinating the
efforts of different personalities. Inept management may cause difficulty
in planning.
One major concern is reducing organizational friction, which arises as
people bring together their ideas to bear on a decision. A group
undertaking inevitably creates problems in social relationships. It is
essential that the nurse director be aware of such sources of friction as
differences in perception of objectives, distortion and loss in
communication, the persuasive ability of the impressive individual, the
influence of informal groups and personal needs. Despite some of these
weaknesses, a well-designed organization of people is the best means of
planning yet conceived.
The nurse director must then strive to obtain the greatest benefits from
dispersion of planning and at the same time to lesson friction. Ways must
be identified to reduce friction for example, creating situation in which
personal needs and organizational objectives are both met, building
effective communication networks, controlling the influence of staff
advisers, integrating informal groups and formal organization.
Organizing
Organizing is the second managerial function. Having planned; the
manager must now organize so that personnel can accomplish the plans

with efficiency and effectiveness. Organizing involves establishing a
formal structure to provide for the coordination of resources to accomplish
the objectives.
Organizing is the preparation for the action to come, with emphasis placed
upon interrelating the required activities, practices, resource and
organization into a systematic and practicable pattern. It is a configuration
of people and resources put together in a manner apparently best suited to
achieve particular objectives. Authority, responsibility, delegation,
consultation and decision-making are part and parcel of organization.
3.7. Organizational Process
Organization grows out of a need for cooperation. It is a process by which
a manager develops order, promotes cooperation among workers and
fosters productivity. Activities analysis decision analysis and relation’s
analysis are tools that can be used to determine the needed structure.
Activities analysis is the study of the work to be done and order of
priority, how it can be clustered and the relationship of task to one
another. Decision analysis is the investigation of the decisions to be made,
where they should be made in the structure and by whom relations
analysis looks at the contribution each person makes to the organization
with special attention to whom she works with, to whom she reports and
who reports to her.
Organization is a logical process that involves defining the agency’s
mission and objectives, establishing policies and plans, clarifying the
activities necessary to meet the objectives, organizing the activities for
best utilization of available human and material resources, delegating the
responsibility and authority necessary to do the activities to appropriate
personnel, and grouping personnel vertically and horizontally through
information systems and authority relationships.
3.8. Principles of Organization
Certain principles of organization help to maximize the efficiencies of the
clear lines of authority running from the highest executive to the employee
who has the least responsibility and no authority over others. There should
be unity of command with each person having only one boss. Each person
should know to whom she report and those responsible to her. The
authority and responsibility of every individual should be clearly defined
in writing. This reduces role ambiguity. One knows what is expected of
her and what her limitations are. This prevents gaps between
responsibilities, avoids overleaping of authority and helps to determine the
proper point for decisions.

A clear definition of roles is necessary for effective delegation but does
not guarantee it. Role clarity allows the employee to know what is
expected of her, to whom she reports and to whom she goes for help. Role
ambiguity leads to anxiety, frustration, dissatisfaction, and negative
attitudes and decreased productivity. Although job descriptions increase
productivity and satisfaction, they should not be so exact that innovation is
discourage.
Supervisors should delegate responsibility to the lowest level within the
organization where there is enough competence and information for
efficient performance and appropriate decision making. Ordinarily, efface
increased delegation and general rather than close supervision increase
effective performance, production and employees satisfaction.
The employee should be given formal authority commensurate with the
responsibility delegated. The delegation of responsibility should be
accompanied with accountability. Most effective control systems are
probably ones that provide feedback directly to the accountable person;
this seems to increase motivation and provide direction. When this
information is passed through a supervisor as performance evaluation
rather than guidance, it tends to be nonfunctional and only infrequently
contributes to improved performance. This delegation of functions with
accompanying responsibility and accountability is particularly difficult for
the supervisor because she remains responsible for the action of her
subordinates. She remains as responsible as her subordinates for their
performance or neglect of their duties. Consequently, the span of control
principle becomes important.
There is a limit to the amount of coordination that can be done by one
person. It is dependent upon several factors. One can coordinate more
similar than dissimilar positions.
The more the positions are interdependent, the more coordination is
involved. The span of control needs to decrease as the complexity of the
subordinate’s tasks increases. The stability of the agency should also be
considered. If the agency has been functioning in similar manner for a
long time, the problems that arise have probably been solved, before and
coordination is less difficult than in a changing situation where many new
problems arise. The span of control is not likely to be uniform throughout
an organization. Top-level managers of positions that are interdependent
and dissimilar will probably have a smaller range of control than lower-
level supervisors who are coordinating people doing similar tasks in a
confined area. The span of control should not be so wide that the
supervisor does not have time to deal with the human relation aspects,
such as giving workers individual attention, communicating information
about the agency's polices and listening to suggestions, grievances and

problems. On the other hand, she needs a span of control large enough to
keep her busy so she will not interfere with the delegated responsibilities
of others.
3.9. Steps in Organizing
The task of organizing usually begins directly after the nurse director
chooses the course of action that will best accomplish the desired nursing
service objectives. As R.W. Ross lists them, the four general steps of
organizing include-
i. Formulating departmental structures
ii. Developing departmental procedures
iii. Determining departmental requirements and
iv. Allocating departmental resources.
Organizing
Set up
structure
Develop
procedures
Determine
requirements
Allocate
resources
Four
general steps
Steps in organizing (Ross)
When the task of organizing begins, one must be aware of certain basics.
Methods must be created for acquiring the necessary resources; structural
aspects of the organization must be set up to indicate the activities to be
performed and lines of responsibility and authority; policies, procedures
and controls must be worked out; a schedule for the details of performing
the activities is needed; a timed plan for achieving certain goals should be
devised. All these must be brought together into an operational system for
providing nursing services. Then the resources are assembled and the
department is brought into being.
It is helpful to understand the differences between an organization’s
structural and procedural components. The structural part deals with the
interrelationships of functions and of people in doing a job; the procedural
aspect is concerned with defining and bringing about the necessary
conditions that make achievement of the predetermined objectives

feasible. The purpose of organizational structure is to create a framework
for effective operations, whereas the procedural part builds a system that
will specify how to perform the various steps in a task. These components
are not independent of each other, nor is it possible to complete one part of
the process of organizing before moving to the other. Consideration must
be given to the related factors in the entire action. Changes in procedural
patterns generally affect the structure of an organization and it is equally
apparent that organizational structure influences the design of operating
procedures.
The job of ascertaining requirements for resources and of allocating and
assembling them generally follows the structural and procedural
developments in organizing. It is assumed that the nature of the objectives,
the plan, the structure and the procedures determine the number and kind
of resources necessary, their allocation and their collection.
The structural aspects involve interrelating the different responsibilities. It
must be determined which ones will be assigned to particular segments of
an organization. The process requires identifying the scope and
jurisdiction of the responsibilities growing out of the assigned job,
showing the relationship that is decided upon and developing a means
through which orders may start or stop a management action.
Basic Structural Concepts
The basic concepts related to the structural element of organizing are unity
of command, extent of command, homogenous assignment and
assignment of responsibility with delegation of authority. As these
concepts are understood and practiced, a sound, strong and workable
organizational structure can develop.
Unity of Command
According to Ross, unity of command means that the final responsibility
for and control of all actions directed to ward the goals of an organization
are vested in one person at each level of operation. This concept concerns
it self with people and their interactions and with operating patterns and
procedures. It establishes a definite chain of management echelons. At the
same time it serves as a means of control by ensuring and protecting the
unified system of procedure directives and orders. It becomes identical
with managing a workable system, with making provision for it and with
being accountable for its smooth operation.

Span of Control
The extent of command concept involves the relationship that may exist
between a nurse director and the staff she holds responsible for the
performance of specific acts. It is based upon the restrictions that she
imposes upon the span of her activities. These limits are divided into three
parts: span of control of individuals, of distance and of time. Span of
control is sometimes defined as a set of abstract rules and generalizations
regarding the number of people a given person may supervise and how
much space he can cover. The specific conditions in a given situation will
decide the procedural setup and the procedural setup will in turn determine
the span of control.
How many individuals can one person effectively control? In the view of
some writers, the optimums number of personnel reporting to one
supervisor should be five or six. Modern’s writers have challenged the
belief. They contend that the span of control can vary, with wide limits,
depending upon such factors as the personality of the manager, the
complexity of the work, the level of competence of the subordinates; the
geographical dispersion of the employees and the closeness of control
exercised.
A narrow span of control permits the manger to exert very close control
over his staff. He can make most of their decisions for them. Those who
favor rigid control tend to utilize a narrow span.
On the other hand, a wide span of control requires that the employees
make their own decisions. They are given more freedom and latitude. A
wide span of control encourages general supervision and if it is to be
effective, employees must be well prepared to perform on their own.
Homogenous Assignment
Homogenous assignments are those functions essential to the
accomplishment of organizational objectives. They are grouped according
to the closeness of their relationships to one another. Applying this
concept calls for the use of a goodly amount of judgment, specially where
the skills needed are not equal to those available. Consideration must be
given to integrating related activities as opposed to the advantages of strict
organization by function.
Delegation
From an organizational point of view, delegation means that when a job
gets too big part of it must be entrusted to someone else. The difficulty lies
in identifying what part of the job can best be passed along. How can other

people be encouraged to accept willingly the additional tasks and how can
one keep an efficient check on the delegated work being done?
3.10. Factors involved in Delegation
Responsibility for the work delegated; authority needed in order to fulfill
that responsibility and accountability or the obligations to carry out the
responsibility and authority.
1. Responsibility: By responsibility is meants, first the obligation to do
an assigned task and second, the obligation to be answerable to
someone for the assignment. Obligation implies a willingness to
accept the burden of a given task for whatever rewards, as the result
of success or risks, as the result of failure, one may see in the
situation.
2. Authority: Responsibility assigned to a subordinate implies
commensurate authority conferred upon him. This relation is similar
to the relation between action and reaction. There is no action
without a corresponding of responsibility with out the delegation of
corresponding authority. Delegation of authority is preceded by the
significant element of assigning a task. The right to action must
automatically accompany the assignment of the task. While
performance of an act may be assigned to a subordinate, the manager
is ultimately always responsible for what the subordinate does.
Every manager is responsible to a superior for the achievement of
some portion of the organizations program and his responsibility can
never be delegated to anyone else.
3. Accountability: A subordinate must be accountable for his actions.
The superior expects the subordinate to carry out conscientiously the
work assigned to him. Responsibility and authority can be delegated,
but accountability cannot be delegated.
4. Relationship: Effective delegation centers around a personal
relationship between two people, the manager and his immediate
subordinate. The manager, who is accountable for achieving certain
results, looks to the subordinate for the performance part of the job
and gives him permission to take certain action. Thus the
relationship between these two people grows and shifts. Work bits
and attitudes are shaped by the subtle interplay of the two
individuals involved.
5. Other factors requirements for delegations:
a. The freedom and initiative that the subordinate is expected to
exercise should be spelled out in detail.

b. Delegating a job requites considerable administrative skills.
The assigned duties should be well defined and written out,
indicating what is to be done.
c. The person to whom work is to be delegated must be assisted
to become self-sufficient; delegation will be ineffective if
personnel have to keep checking back and asking advice
unnecessarily. However, the person delegating the work must
maintain contact with those doing the work and determine
through some follow-up method whether the work is being
done.
d. The nurse manager ensures prompt and effective performance
of work under her supervision. She/he also creates the
conditions necessary for cooperation and team-work.
e. A manager must place confidence in her subordinates and
recognize that they will not carry out every assignment
precisely as she, the director would.
3.11. Some Constraints/Difficulties for Delegation
1. A common problem is that managers are reluctant to delegate
adequately to their subordinates.
2. A nurse director may fail to delegate to her subordinates if she
believes she can do a better job her self.
3. She may lack the ability to communicate to people what is to be
done.
4. She may be handicapped by a temperamental aversion to taking a
chance for fear that the gains from delegation will not for offset the
troubles that may arise.
5. Subordinates may not accept delegated tasks because it is easier to
ask the manager than to decide for them selves how to deal with a
problem.
6. Fear of criticism for mistakes keeps people from accepting greater
responsibilities.
7. Lack of necessary information and resources creates an attitude that
might make a person reject further assignments.
8. Lack of self-confidence makes a person less inclined to take on more
obligations.
9. Delegation is one of the most difficult skills to acquire.

3.12. Advantages/Benefits of Delegation
1. It is important because a person’s success may be measured largely
in terms of work performed for him by other people.
2. It has been found that the critical point in the career of many
directors is reached at the stage when they must either learn to
delegate or cease to grow.
3. Delegation enables the director to multiply herself and to extend her
knowledge, every time through the efforts of others.
4. A proper delegation is the first step in telling people makes their own
decisions and learns from their mistakes and this is a basic ingredient
in developing potential nursing managers.
" 3.13. Exercise
Tick (√) the correct answers
1. Encircle the letter containing suitable answer of the following
statements
A. Planning is a combination of all processes that culminates in
a. Activities to be performed
b. Procedures to be carried out
c. A decision about what is to be done
d. A prediction about an event.
B. One of the elements of planning is
a. To search for resources
b. To diagnose problem
c. To recruit personnel
d. To organize activities.
C. Organization is a process by which a manager
a. Tables decision
b. Promotes cooperation among workers
c. Find out resources
d. Assess and analyze the product.

2. Encircle the letter 'T' if the statement is correct and 'F' if the
statement is incorrect of the following statements.
a. One of the steps of organizing is allocate resources.
b. The purpose of organization structure is to build a system.
c. The structural aspects involve interrelating the different
responsibilities.
d. Units of command mean that the final responsibility and control of
all action rested in several persons at each level of operation.
1. Discuss the managerial functions.
2. Write down elements of planning.
3. What are purposes of planning?
4. Describe organizational process.
5. What is delegation? What are factors to be considered before
delegation?
6. Write short notes on: i) Span of control ii) Unity of command iii)
Homogenons assignment.
7. Briefly discuss the general steps in organizing.
8. What do you mean by delegation? Discuss the factors involved in
delegation.
9. Enumerate the difficulties an organizer usually may encounter
during organization.
10. State the advantages of delegation.
11. What is the meaning of planning?
12. Explain the importance of planning.
13. Briefly, discuss the steps in planning.

Lesson 4: Leadership
ƒ know function of nurse leader
ƒ describe qualities of leadership
ƒ discuss types of leadership.
4.2. Leadership
The third significant managerial function needed is leadership the dynamic
force that stimulates, motivates and coordinates an organization.
Leadership consists of interpersonal influence, exercised in a situation and
directed by means of the communication process, toward the attainment of
specific goals; it involves attempts by one person to affect the behavior of
others in a situation.
The nurse leader must deal directly with the use of personnel, material,
money, facilities and equipment putting them in a definite relation to one
another. In carrying out this function she is faced with the fact that one of
her resources, personnel is different from the other resources. While the
different resources within an organizational system must be integrated, the
peculiar characteristics of people require serious consideration because
they are the generators of activities.
A nurse leader leads by personally and actively working with her
subordinates in order to-
1. Guide and motivate their behavior to fit the plans and the job that
have been established.
2. Understand the feelings of employee and the problems they face as
they translate plans into actions.
The task of guiding and motivating the behavior of employees has many
facets. Plans have to be communicated to people in a meaningful way. As
plans are being executed, questions of interpretation arise and adjustments
are needed to overcome minor difficulties. Jobs well done should be
recognized. Friction between staff members has to be resolved or
minimized.

4.3. Qualities of Leadership
1. Personal relations and the reactions of individual personalities to one
another play a major role to improve one’s ability to lead requires a
high perceptiveness about the people involved in a specific situation.
2. The nurse leader must develop and understand the meaning of
empathy, self-awareness and objectivity toward others personal
behavior.
3. Empathy is the ability to look at things from another person’s point
of view. If the nurse leader has to guide, motivate and get
information from a subordinate, she must be able to project her self
into that subordinate’s position.
4. A leader must know how he appears to other people. Many people
have images of themselves that differ from the way other see them.
With awareness of her own preferences, habits, and weaknesses and
of what others think of her, the director should learn what
impressions her actions make on others.
5. Another quality crucial to good leadership is objectivity in person-
to-person relations. Something causes people to react as they do. If a
director can identify the influences on a person’s actions, she has
taken an important step toward guiding her behavior. Instead of
getting angry with someone for resisting a new policy on procedure,
she will recognize the person’s response and try to find out what
caused it. Or if someone is unequally energetic she will try to
understand what motivates her, in the hope of finding a way to
induce similar behavior in others.
6. A manager is endowed by his position with necessary authority to
carry out his responsibilities. He can expect performance from
others. Most employees see authority and orders as coming from
above. The power of a leader and hence his effectiveness, is
dependent upon the willingness of his subordinates to accept and
support him.
It must be recognized that leadership is not the same as authority.
The organizational manager has authority by virtue of the position he
holds. He may or may not exert leadership. Authority involves the
legitimated rights of a position that requires others to obey;
leadership is an interpersonal relation in which others comply
because they want to, not because they have to. A manager, who
have the authority but without leadership ability cannot be successful
in his/her organization.
7. In most organizations a person is a leader of his subordinates and a
follower of his superior in the hierarchical structure. Stodgil, in a
study of leadership characteristics, concluded that the pattern of

leadership traits differs with the situation. Evidence strongly
suggests that leadership is a relationship exist among people in a
social setting and that whoever becomes a leader in one situation
may not do so in a different situation.
8. A leader tends to have greater intelligence in his followers.
9. A leader should possess social sensitivity and an awareness of
individual values, feeling, goals and problems.
10. He is able to sense and judge human reactions accurately in order to
influence people. A person is unlikely to move up to a role of
leadership if he is inactive, apathetic and aloof. A leader should
interact with his subordinates as well as with others.
11. A leader must be able to convey messages clearly and accurately,
since fluency, of speech promotes effective communication.
4.4. Principle of Leadership Identified by “Wall and Hawking
1. The effective use of leadership contributes to the achievement of the
goals of the group.
2. Effective leadership is a function of the characteristics of the leader,
the group, the situation and the interrelationship among these factors.
3. The effectiveness of a leader depends largely on how well he and his
organization define his role and how completely they accept it.
4. To be effective, a leader must be able to analyze his group and
determine what course of action will best help to achieve the group’s
goals and promote its morale.
5. It is important to the leader’s success that his followers perceive him
as effectively responding to group needs.
6. The effectiveness of the leader must ultimately be judged in terms of
the groups survival and its progress toward it goals.
Leadership Styles
In classifying leadership styles, most authorities recognize three basic
types-
1. Democratic
2. Autocratic and
3. Laissez faire or free rein
Democratic leadership in which the leader draws ideas and suggestion
from his group by discussion and construction.

Autocratic leadership in which the leader assumes full responsibility for
all actions.
Free rein leadership in which the leader plays down his role in the group’s
activity and exercises a minimum of control.
1. Three Types of Leadership
Democratic Leadership
A democratic leader assumes that employee are eager to perform their jobs
and capable of doing so. They are willing to share decision making with
their employees and believe that the latter have worthwhile contributions
to offer.
4.5. Characteristics of Democratic Leaders
1. The group is perceived as having responsibility for goal
determination and goal achievement and self-expression is
encouraged.
2. Democratic leadership encourages enthusiasms; high morale and
satisfaction in employees, since basic human needs for recognition
are being met.
3. The democratic leader uses rewards to create a positive motivation
pattern; particularly psychological rewards, such as recognition,
advancement and responsibility.
4. Under democratic leadership an employee’s orientation toward
achievement and responsibility results in better performance. He
shares in decision-making and develops a feeling of participation in
the overall accomplishments of his work group.
5. In democratic leadership morale is measured in terms of the
individual’s motivation to contribute his talents to the achievement
of organizational goals. He works toward recognition, the esteem of
others and self-fulfillment.
6. Performance of employees in a democratic leadership environment is
characterized by awakens drives. Individuals are stimulated to
participate in and contribute to the accomplishment of common
goals. High achievement levels are attained because the resources of
the whole group are utilized, rather than those of the manager only.
2. Autocratic Leadership
An autocratic leader gives direct, clear and exact orders to his employees
with detailed instruction as to what is to be done and how, leaving scant
room for employee initiative.

Characteristics
1. This leader delegates as little as possible and believes that in all
probability he can do a better job than his followers.
2. He does not necessarily distrust them but feels that an employee
could not properly carry on without his directions.
3. Such leadership lends to cause employees to lose interest, initiative
and stop thinking for themselves.
4. The autocrat believes he must direct the efforts of his employees
toward organizational goals and do it autocratically and maintains
control.
5. Autocratic managers can be harsh or benevolence they direct
activities from a position of organizational power. The formal
authority they possess gives them the right to command subordinates
and they depend upon and use this authority to get performance.
6. The autocratic boss uses a negative motivation pattern in the form of
threatened loss of job, demotion etc. These penalties are employed as
a means of frightening subordinates into productivity.
7. An employee finds it necessary to adopt an attitude of obedience to
his autocratic boss. The constant reminder of the boss’s power to
hire and discharge forces him into a condition of personal
dependency.
8. Under autocratic management the employee is expected to take his
orders and follow them. Usually the level of morale attained is
unenthusiastic compliance with rules and directions. As a result only
his lower level or subsistence needs tend to be satisfied.
9. Due to lack of motivation under autocratic management, the
employee reluctantly gives only minimum performance and hopes
for better things to come.
10. The autocrat has centralized many functions in him self and thus
usually works hard to keep ahead.
11. Less than optimal goals are achieved, however, because the
resources utilized are primarily those of the manager only.
3. Free Rein Leadership
Free rein or laissez faire leadership is leadership in which each individual
sets goals independently. It exists when a manager is too weak or too
threatened to exercise the functions of leadership or when lack of trust
within the group prevents unity. The manager who has great need of
approval may practice laissez-faire leadership out of fear of offending his

subordinates. He wants to please everyone and in the attempt fails to give
strength and direction.
Characteristics
1. This leader may provide information to employees upon request but
he gives little or no leadership.
2. He tends to be preoccupied with his own work.
3. Communication and directions to employees are lacking and most
do, as they want.
4. Very little teamwork occurs because there is no effective leadership.
5. The free-rein approach is the least efficient of the three types of
leadership.
6. The work situation will rapidly disintegrate into a disorganized
hodgepodge in which no one knows or cares what he is supposed to
do.
7. A worker in this kind of atmosphere will loss sense of initiative and
desire for achievement.
4.6. Requirements for Complete Success of an Organization
The integrated efforts of leader, organization and the employee personnel
are essential for success of on organization:
Leader
Leadership studies indicate that the skill with which one applies the three
basic styles determines an individual’s personal success as a leader.
Leadership style continuously changes, according to the leader, the
environment and the cultural climate in which the organization is
operating.
The effective leader strives to apply and shift his leadership style to fit the
changing conditions, the problems and the people. He perceives his role of
leadership as a continuing process.
His success in a leadership position depends on his own beliefs about his
role and power, his value system, level of aspiration, confidence in others,
feeling of security and desire to lead.

Employee/Personnel
Success further depends on the employees/personnel their strength, needs,
knowledge, job experience and personal goals.
Organization
The organization itself can be a contributing factor to a leader’s success or
failure in its cultural values, size, effectiveness and role within the
community.
Control
Control is the managerial functions concerned with making sure that plans
succeed; it means measuring and correcting the performance of employees
to ensure that the planned objectives of an organization are achieved.
Planning and controlling are closely related. However, control means
more than measuring, for in many instances it requires revised planning,
additional organizing, and better methods of directing. Planning,
organizing and leading are the preparatory steps in getting the work done,
while control is concerned that the execution be properly implemented.
Elements of Control
The process of control has three elements-
2. Standards that represent the desired performance. Standards may
tangible or intangible; vague or specific, but until the people
concerned understand what results are desired, control will create
confusion.
3. Comparison of actual results with the standards. Once a comparison
is made between actual results and standards it must be reported to
the people who can do something about it.
4. Corrective action- control measurement and reports are of little value
unless corrective action is taken when it is discovered that current
activities are not leading to desired results.
Guidelines Relating to Control are:
2. Action is the essence of control.
3. Plans and budget are important elements in implementing effective
control because they outline what is intended and expected and the
means by which the goals are to be achieved.
4. Control action can be taken only be the individuals who hold
delegated responsibility and authority for the operation affected.

5. Control requires a system of information tailored to the specific
management needs of key executive’s information that is timely and
adequate.
6. Management controls will not be of much value unless they cause
people to alter their behavior.
7. The success of an organization and its parts depends on the degree of
difference between what should b done and what is done.
8. When all members of the organization are aware of the major
objectives being pursued and of the immediate objectives of their
unit, control efforts are enhanced.
9. To be effective, a control system must be understandable and
flexible and point out where corrective action should be taken.
10. Four activities can be controlled: quality, quantity, cost and use of
time.
11. Controlling is done so that performance can take place according to
established plans.
12. Controls that are enforced may serve as a guide to what must be
done well and what can be done indifferently.
13. Control of operations in any organization is maintained by both its
administrators and its managers. The administrator strives to create
the setting in which the operations may proceed smoothly he is
responsible for the actual control of activities for seeing that they are
carried out within the limits determined by policy and that the end
results correspond to the predetermined objectives.
14. The broad interpretation of the concept of control evaluation of
overall effectiveness is a matter answering two questions. Is the total
job being done well? Is there any way of doing it better?
15. Effective leadership is required to unify the action of its members.
16. The management functions of planning, organizing, leading and
controlling must be viewed as interrelated; they cannot stand alone.
17. The successful nurse director develops each of these separate
function and simultaneously also develops their interrelationships.
18. The integration of the management process and its functions into a
well-balanced whole is a major skill of a nurse director.
Constraints/Difficulties in Control
2. The response of people to standards, measures reports or other forms
of control depends on the total situation. Control may be rejected if
there is no genuine interest in accomplishing organizational
objectives or if standards of performance are considered too high.

3. Controls may cause dispute among parts of an organization when the
people involved lack confidence in the measurements.
" 4.7. Exercise
1. What is leadership? What are the functions of leader?
2. Discuss the qualities of leadership.
3. What are the principles of leadership identified by wall and
Hawking?
4. Classify leadership.
5. What the requirements for complete success of an organization?

Lesson 5: Communication
On completion of this lesson, you will be able to learn-
ƒ explain the term communication and the process of communication
ƒ state the different directions of communication
ƒ identify barriers to effective communication
ƒ discuss the measures how to overcome barriers.
5.2. Communication
Communication is a process of sharing ideas for a desirable change in the
human behavior.
The communication process involves six steps.
Ideation- Ideation → Encoding → Transmission → Receiving →
Decoding → Responses → Response → Decoding → Receiving →
Transmission → Encoding
Indexation- is the first step, begins when the sender decides to share the
content of her message with someone, senses a need to communicate
develops an idea or selects information to share.
The purpose of communication may be to inform, persuade, command,
inquire or entertain.
Encoding- putting meaning into symbolic forms, including speaking,
writing or nonverbal behavior. One’s personal, cultural and professional
biases affect the goals and encoding process. Use if clearly understood
symbols and communication of all the receiver needs to know are
important.
Transmission of the Message- must overcome interference, such as
garbled speech, unintelligible use of words (as in long complex sentences),
distortion from recording devices, noise and illegible handwriting.
Receiving- the receiver senses of seeing and hearings are activated as the
transmitted message is received.
Decoding- the receiver defines words and interprets gestures during the
transmission of speech. Written messages allow more time for decoding.
The receiver assesses the face value and implications of the message based
on what the symbols mean to her. The symbols are subject to

interpretation based on one’s personal, cultural and professional biases and
may not mean the same to the receiver as to the sender. The
communication process in very dependent upon the receiver understands
of the information.
Response or Feedback- it is important for the sender to know that the
message has been received and accurately interpreted.
5.3. Directions of Communication
Downward Communication: The traditional line of communication is
from the superior to the subordinate down through the levels of
management. This downward communication is primarily directive and
helps coordinate the activities of different levels of the hierarchy by telling
the subordinate what to do and by providing these inform into needed by
the subordinate to relate her efforts to the organizational gods. It includes
oral and written indoctrination, education and other information to
influence the attitudes and behaviors of subordinates. Common forms for
downward communications are employee handbooks, operating manuals,
job description sheets, performance appraisal interviews, employee
counseling, loudspeaker system, letters, memos, posters, bulletin boards,
information reeks, company newspapers, annual reports, chain of
command etc. Downward communication contributes to greater
subordinate dissatisfaction than upward communication, regardless of the
quality of the message.
Upward Communication: Newer management technique encouraged
delegation of authority and more personal involvement in decision-making
thus creating a need for accurate upward communication. Upward
communication provides a means for motivating and satisfying personnel
by allowing employee input.
An employee may have a better solution to a problem than the first line
supervisor, the first line supervisor may know about a situation than a
middle manager and so on. So, accurate upward communication is
important for effective problem solving. Subordinates must feel free to
communication upward and must have opportunity to do so. Common
means for upward communication include face-to-face discussions, open-
door policy, staff meetings, task forces, written reports, performance
appraisals, suggestion boxes etc.
Lateral Communication: Lateral or horizontal communication is
between departments or personnel on the same level of the hierarchy and
in most frequently used to coordinate activities. The need for lateral
communication increases as interdependence increases. It becomes more
important in situations where one worker starts a job and someone else

finishes it. It is also used by staff to transmit technical information to line
authority. Committees, conferences and meetings are often to facilitate
horizontal communication.
Diagonal Communication: This communication occurs between
individuals or departments that are not on the same level of the hierarchy.
Informal in nature and frequently used between staff groups and in
project-type organization, it is another facet of multidirectional
communication, which is common as communication often flow in all
directions at the same time.
The Grapevine: Informal methods of communication coexist with formal
channels and are referred to as the grapevines. Informal communication is
often rapid and subject to considerable distortion. The grapevine transmits
information much faster than the formal channels because it users cluster
chain pathways involving three or four individuals at a time instead of
going from one person to another. Communication passes at an increasing
rate as individuals from clusters inform other small groups of people who
work near each other or have contact with each other.
Information gets distorted for a number of reasons. Grapevine information
is often fragmentary and incomplete. Consequently, there is a tendency to
supply the missing pieces. Managers can learn much by listening to
grapevine and can remedy distortions by using the informal channels to
pass on correct information.
5.4. Types of Communication
1. Verbal communication- speaking in words.
2. Non-verbal communication- facial, eye contact, body language,
gesture, posture etc.
Barriers to Communication: There are many types’ barriers in
communication
1. Physical barriers
2. Physiological barriers
3. Psycho-social barriers
4. Environmental barriers
1. People tend to have selective attention and selective perception that
cause incomplete and distorted interpretation of the communication.
2. Sometimes people tune out the message because they anticipate the
content and think they know what is going to be said.

3. The receiver may be preoccupied with other activities and
consequently not be ready to listen.
4. Poor listening is one of the biggest barriers in the communication
process.
5. Lack of clarity and precision resulting from inadequate vocabulary,
poorly chosen words, jargon, awkward sentence structure, and poor
organization of ideas and lack of coherence are common.
6. Telling too fast or too slow, slurring words and not emphasizing
important points lead to faulty transmission.
7. Memos that are poorly organized and lack summaries also
complicate the communication process.
8. Words mean different things to different people, communication is
complicated when the sender uses words with which the receiver is
not familiar, does not communicate on the receiver’s level or makes
the message long and complicated.
9. The receiver becomes confuses when nonverbal cues, such as facial
expression and posture conflict with the verbal communication.
10. Values, attitudes and assumptions affect one’s perception of the
message.
11. If the sender has status with the listener, her message is usually
considered credible.
12. Subordinates tend to pay attention to communication from
supervisors.
13. Status barriers by increasing psychological distance.
14. Time pressures also become barriers preventing communication.
15. Physical distance, organizational complexity, temperature, noise etc
also affect communication.
Improving Communication: Good communication is essential to the
smooth operation of any organization; it is of paramount importance to
nursing services.
1. The nurse director must create a climate conducive to a free flow of
communication in all directions relating to nursing services. Further,
she must provide learning experiences in which nursing personnel
can acquire a basic understanding of communication concepts and
their implications for everyday relationships and the care of patients.
2. As the hospital, nursing department and patient unit continue to
grow and change, their demands on communication will also change.
Methods of communication must be flexible enough to keep pace
with the often rapid organizational change.

3. Communication should be well-organized and express simple words,
a clear style and the shortest sentences possible.
4. Repetition is specially important when the information is important
and the directions are complicated.
5. Listening, and active process that requires conscious attention is
critical to good communication.
6. People have different sets of values and react to communication
according to their own feelings and experiences.
7. The timing of communication must be considered; the right things
can be said or written at the wrong time.
8. The information to be communicated should be as complete as
possible.
9. The method of communication should fit the occasion. Thought
should be given to how a message is to be sent- written, spoken,
telephone.
10. Emotions are involved in communications. Meaning is transferred
by attitudes, facial expressions, body movements, tone of voice, as
well as by what is said and what is not said.
11. Verbal communication may need to be followed up in writing.
12. Memoranda should be written in languages understandable to the
group for which they are intended.

" 5.5. Exercise
1. Select the best answer by encircling the letter containing best
answer of the statements.
A. Quality crucial to good leadership is
a. Something causes people to react
b. To take action immediately for resisting a new policy or procedure
c. To influence the person toward activities
d. Objectivity in person-to-person relations.
B. A good leader leads by
a. Recognizing the organization
b. Identify the resources
c. Understanding the feelings of the employee
d. Making the policy.
2. Encircle the letter ‘T’ if the statement is correct and ‘F’ if the
following statement is incorrect
a. Personal relations and the reactions of individual personalities to
one another play a major role in leadership
b. Empathy is the ability to look at things from own point of view.
c. The leader has his own image, which will be same for others
d. An organizational manager has authority but he/she may or may
not exert leadership.
e. To be effective, a control system should not flexible
f. Corrective action is taken when it is discovered that current
activities are not leading to desired results.
1. What are the prerequisites for complete success of an
organization?
2. Who is leader? Enumerate the qualities of leadership.
3. Explain the principles of leadership identified by “Wall and
Hawleins”.
4. Classify leadership styles. Briefly, discuss the characteristics of
autocratic leadership.

5. What is the meaning of control? Explain the process of control
with diagram.
6. Enumerate the guidelines for control.

Lesson 6: Relation
On completion of this lesson you will be able to learn-
ƒ explain the terms interpersonal relationship human relation and
interdepartmental co-ordination
ƒ identify factors/elements are required to develop good interpersonal
relationships.
6.2. Human Relation
The human relations movement began in the 1940’s with attention focused
on the effect individuals have on the success or failure of an organization.
The chief concerns of the human relations movement were individuals,
group process, interpersonal relations, leadership and communications.
Instead of concentrating workers to develop their potential and helped
them meet their needs for recognition, accomplishment and sense of
belonging.
Inter-personal relationship: It is the relationship in between two persons.
Factors required establishing good interpersonal relationship
1. Commitment
2. Communication
3. Empathy
4. Sympathy
5. Understanding
6. Caring
7. Concern
8. Listening.
6.3. Interdepartmental Coordination
While the hospital administrator is the chief coordinator of hospital
services, he depends on the department directors both as individuals and as
a group to accomplish hospital goals and he delegates the authority to
enable them to do so. The nurse director must determine how far she can
go with coordinating activities with other departments. The extent to
which the two can make binding decisions to adopt a new course of action

depends upon the scope of authority each possesses and also philosophy
and policies of top management.
The place of coordination of nursing services with hospital departments
and other groups should be high on the hierarchical scale of functional
importance for the nurse director. Nursing service personnel make up the
one group that relates all the various service areas of the hospital for the
patient. Because nursing is a focal point of hospital services, it affects and
is affected by what other departments do.
Effective unity is the aim of organizational engineering and the nurse
director, who adapts and integrates the functioning of its parts. She
coordinates and unites ideas of others with her own. As nurse director
communicates with the supervisors, peers, subordinates, and patients and
with the community, so she should expect the nursing staff under her
supervision to perform in suitable fashion.
People in organizations tend voluntarily to coordinate their actions when
necessary. Each person at his own discretion adjusts to the needs of other
workers. Such voluntary coordination is more likely to work smoothly if
there is common agreement on a set of objectives. Through mutual
recognition of objectives, the work of all persons will probably, become
more effective.
As a nurse director tries to coordinate the functions of the nursing
department with those of all other departments of the hospital, she must
discover whether these groups clearly recognize common objectives,
sufficiently well stated to assure coordination for patient care.
As a member of top management, the nurse director participates with other
department directors in hospital management. The nurse director must be
an active member in activities involving interdepartmental policies and
functions.
The object of coordination is to identify the points where the functions of
nursing and those of other departments meet and to assure that they meet
at the right time, in the right place and without conflict or a gap. The nurse
director should therefore study the function of other department, in order
to have a real understanding and appreciation of the activities and
responsibilities of all groups in the hospital. She should provide
opportunity for personnel from other departments to become acquainted
with nursing functions. On the basis of this knowledge she is able to make
wiser decisions or recommendations to bring about better departmental
coordination-perhaps through changes in policy or procedure, through
improved ways of sharing and exchanging information or through

provision for consultation between the nursing department and another
department when necessary.
Areas of disagreement inevitably arise, since much of the success in
operating a nursing services department rest upon methods of working
with other people. Because their routes of preparation vary and concepts
of care differ, there may be conflict between the nursing service and
personnel from other departments. To solve such problems, those involved
must share a common concept as to the responsibility of the hospital for
the care of patients.
In order to provide effective coordination between nursing service and
other departments, the nurse director must lay the groundwork for it and
create a climate in which coordination is possible. She will have to:
1. Cooperate with other departments and staff in carrying forward the
work of the hospital as a whole.
2. Assist other department in working out routines closely related to
activities of the nursing department.
3. Study the functions and activities of other departments and interpret
them to the nursing personnel.
4. Participate in joint professional meetings to plan for patient care,
organized as a committee for the improvement of patient care.
5. Participate in departmental and other meetings to discuss common
hospital problems.
6. Invite representatives from other departments and groups to
participate in staff education programs and nursing unit conferences
of the nursing department.
7. Encourage nursing staff to participate in meetings with other
departments.
8. Arrange joint staff education programs.
9. Use individual conferences.
10. Use written memoranda.

" 6.4. Exercise
A. Encircle letter of the statement containing best answer of the
following statements
1. The sender decides to share the contents of her message with some
come is
a. Encoding
b. Transmission
c. Response
d. Ideation.
2. Newer management techniques encourage the direction of
communication
a. Downward communication
b. Upward communication
c. Lateral communication
d. Diagonal communication.
B. Encircle the letter ‘T’ if the statement is correct or ‘F’ if the
statement is incorrect
a. The receiver becomes confident when non-verbal cues conflict
with the verbal communication.
b. Values, attitudes and assumptions affect one's perception of the
message.
c. Subordinates tend to pay attention to communication from top
level manager.
d. Poor listening is one of the biggest barriers in the communication
process.
1. Define communication. Discuss the steps of the communication
process.
2. Briefly, discuss the different directions of communication.
3. Enumerate the barriers to communication and briefly discuss how
to overcome some of these barriers.

Unit 2: Nursing Administration in
Service Institutions
Lesson 1: Management of Hospital/Community
Services
ƒ explain the standards of performance
ƒ identify provision of quality assurance services
ƒ state the hospital polices and procedures.
1.2. Standards of Performance
Standards are criteria against which performance can be measured.
Standards of nursing practice should be clear, concise, specific sentences
worded in terms of action and behavior that describe intended outcomes
that can be seen measured and judged. The standards are derived from a
definition of broad roles the nurse practitioners fill in relation to the
patient. Activities the practitioner will carry out to reach a goal must be
selected.
Each department of the hospital to guide the actions of the personnel into
purposeful, safe and effective patient care establishes standards of
performance. The nurse director and her staff have to be aware of those
standards that have any relationship to the care of patients.
Standards for nursing- nursing practice and nursing service- are the
responsibility of the nurse director and the administrative nursing staff.
Nursing care concerns itself with
1. The provision of care through nursing practice and
2. The provision of care through nursing services.
The first involves the actual use of nursing skills of all kinds in direct
contact with the patient and his family.
The second has to do with the facilitation of this practice through the use
of administrative, supervisory and teaching skills.
Each of these parts of nursing requires a set of standards. Central to the
determination of nursing care standards are working definitions of what

Nursing Administration in Service Institutions
nursing is. Each nursing group must define nursing as it relates to its own
operation. In practice there is no universal definition.
In formulating a definition of nursing care one must recognize that each
individual’s concept of nursing is influenced by his or her own
perspective, experience and background. Each nurse’s value systems and
beliefs will serve as a basis for giving care to patients. The nurse director
must strive to mesh the thinking of the staff in order to arrive at some
operational meaning of nursing care that the staff will support and
implement. Once established, the meaning of nursing care must be
interpreted to the members of the nursing department and others who are
interested.
It is also necessary to define the practice of nursing legally, so that the
boundaries of that practice will be clearly understood by all personnel
giving nursing care. It is important that it will protect both the nurse and
the public. The nurse director and her staff must be aware of the definition
of nursing practice that allows individuals to practice nursing in given
state.
Methods should be formulated for maintaining standards and ways
identified to informs the staff and others whom they may affect. The
standards of practice are usually minimal standards, describing the safely
measures and expertise necessary for performance of a job.
Nursing practice procedures should be established to assist personnel to
make correct decisions in the performance of nursing care. Written
procedures should be available as evidence that standards have been set up
for safe, effective care taking into consideration the best use of available
resources and personnel.
A committee of nursing personnel can be appointed to develop, reviled
and revise performance standards. Members of the medical staff and other
health professionals should be invited to participate on the committee as
needed for direction and guidance. Standards of performance can be
compiled into a nursing practice manual, or a quality assurance program
manual, which can serve as a tool for the management, as well as
accountability, of nursing care.
1.3. Quality Assurance Program
The concept of quality assurance refers to the accountability of health
personnel for the quality of care they provide to patients. The
accountability involves provision of evidence as compared to an agreed
upon standard.

It is evident in the literature as well as in practice that nurse directors and
their staffs are reviewing and planning program to ensure the provision of
quality care. Society grants to nursing authority over functions vital to
them and allows considerable autonomy in the control of their own affairs.
In return, the nursing profession is expected to act responsibly, always
mindful of its public trust and accountability for its own practice. Self-
regulation and self-discipline are recognized as hallmarks of
professionalism.
No longer is quality assurance a purely professional need in the pursuit of
excellence; rather it is a public need in defense of the entire health care
system to ensure its credibility. Quality assurance of service is necessary
because the consumers who receive care have high expectations; it is also
necessary for those who provide the setting with high liability and finally
it is necessary for those with fiscal responsibility, who have high costs.
Third-party payers want legitimate assurance that the costs of care are
justified. Medical staffs as well as hospital professionals have a legal
responsibility to the governing bodies of hospitals and the governing
bodies in turn are accountable to the communities from which they draw
their patients.
1.4. Providing Quality Nursing Care
The nurse director and her staff must continuously evaluate the quality of
care patients are receiving. A question to be raised is; what is quality care?
The definitions can range from general to specific. For example, here is a
general statement. “Quality nursing care is the wise use of knowledge,
skill and compassion to meet the needs of the patients”. Knowledge
includes not only formal nursing education and experience but other
formal education, as well as life experiences and understanding. The
social, biological and physical sciences are applied; clinical knowledge
can be used and an understanding of administration, teaching and other
supportive aspects can be applied to nursing.
Skill- must be demonstrated in the light of knowledge, which becomes
operational in the giving of care. Skills range from judgmental and
coordinating skills encompasses the ability to apply the many facets of
knowledge.
Compassion- reflects the concern and interest of those who give the
patient care. Knowledge and skill applied without compassion will not
fulfill the needs of patients and the element of practical compassion is vital
to quality care.
The nurse director and her staff must encourage their group to define
quality nursing, appraise current, practice in terms of the definition and
then plan for every activity to close the gaps and reinforce the strengths.

They must clarify what they believe should happen to the patient before
they plot a way to achieve it.
A nurse director and her staff should be concerned with two questions:
1. How can we develop quality-nursing care?
2. How can we appraise the effectiveness of what we develop?
In response to the first question, consideration should be given to
identifying written materials, which might include:
1. Statements or articles on quality nursing care and quality assurance
programmes.
2. Self-evaluation guides from professional organization.
3. Performance evaluation methods and forms for staff providing care
to patients.
4. Evaluation guides providing by accrediting, professional and local
licensing groups.
5. Study and research identifying patient needs.
6. Models for internal surveys to identify reactions to care by the
patient, family, physician and nurse.
In response to the second question, the nurse director and her staff must
identify the tools within the nursing department that are available to judge
the quality of care being rendered. These may include:
1. Standards set by professional and accrediting bodies.
2. Nursing audit of the patient’s record.
3. Results of patient questionnaires following discharge.
4. Review of infection records.
5. Analysis of accident reports.
6. Patient and family comments or complaints.
7. Study of medication errors.
8. Analysis of employee critical incidents.
9. Rounds on the nursing units.
10. Quality of patient written nursing care plans.
11. Adherence to nursing departmental and nursing unit philosophy and
objectives.
12. Effectiveness of team conferences and reports.

13. Effectiveness of patient teaching programmes.
14. Peer review programme.
15. Review of staffing patterns for each nursing unit.
16. Interviews with terminating personnel.
17. Use of nursing care plans.
18. Observation of nursing activities
a. To what extent have the nursing care objectives of the patient
been achieved?
b. To what extent and with what degree of skill have nurses
carried out the nursing process?
c. To what extent are the conditions under which nursing care is
given judged to be conducive to the delivery of good nursing
care?
As the nurse director and her staff examine what is actually happening to
the patient in all these areas, they should have some idea of how effective
their nursing services are. Areas in need of improvement and corrective
action can be located.
1.5. Policies and Procedures
A policy is a guide that clearly spells out responsibilities and prescribes
actions to be taken under a given set of circumstances. Policies provide
general direction for decision making so that action can be taken within
the framework of the organizations beliefs and principles. A policy,
however, does not supply the detailed procedure by which it is to be
implemented; policy needs interpretation when applied to a specific
situation.
A procedure prescribes the steps that should be followed in order to
conform to or carry out a policy.
The governing body of a hospital, on the basis of its philosophy and
objectives, establishes principles that determine the institutions character
and goals. It is on these principles that overall administrative polices and
procedures are based.
The Director Nursing Services may serve in an advisory capacity to
formulate overall hospital administrative policies and procedures or she
may collaborate with department heads to formulate interdepartmental
policies. The primary responsibility, however, is the establishment of
departmental and interdepartmental administrative polices for the entire
nursing department and the development of operational or specific polices

to give direction at the nursing unit level. Written nursing care and
administrative policies and procedures provide the nursing personnel with
acceptable methods of meeting their responsibilities and achieving
projected goals.
1.6. Usefulness of Policies
Written policies are useful for the following reasons:
1. Uniformity of action is assured, so that each time a decision is made
or task performed, it follows a meaningful pattern. Policies do,
however, leave room for individual judgment.
2. It is easier to settle conflicts, issues or concerns. The basis of conflict
is the point for discussion rather than who is to blame for it.
3. A standard of performance is established. Actual results can be
compared with the policy to determine how well the staff members
are fulfilling their roles.
4. Personnel are generally assured of consistent treatment.
1.7. Basic Principles for Policy Development
When planning for the development of policies a nurse director and her
staff must consider a number of basic principles-
1. Broad and durable policies provide a consistent course of action in
handling matters that come up repeatedly.
2. Policies should fit the background and environment of the
organization.
3. A policy is worthwhile only when it is carried out on a day-to-day
basis.
4. Policies are interpreted when applied to a specific situation.
5. Policies are essential to smooth administration, providing continuity;
uniformity and consistency in the way things are done.
6. Policies should guide both internal and external operations.
7. Policy statements should be general enough to stand the test of time
without the need of frequent revisions.
8. Policy changes should be thoughtfully considerer and changer
should be promptly communicated to the staff.

1.8. Legal Implications of Policies
1. In nursing there are many practices those have legal implications,
written policies serve as a safeguard of the nursing staff.
2. Liability suits sometimes require the nurse director to provide
testimony on policies that guide the nursing personnel.
3. Licensing bodies, state health deportments, boards of registration
and other agencies base many of their decisions on information
found in hospital records.
4. The presence of well-documented policies is indicative of the quality
of care being supplied in an institution.
5. The joint commission on accreditation of hospitals depends heavily
on hospital records to assist it in reaching conclusions with regard to
accreditation.
6. Documented policies and procedures reflect the efficiency of
hospital management and support other impressions gained through
personal observation.
1.9. Nursing Policy and Procedure Manuals
A policy and procedure manual is a useful management tool that gathers
together in writing the scope of departmental responsibilities and provides
a comprehensive framework to implement nursing objectives. This manual
is an instrument for orienting new staff, a reference when unexpected
problems arise, a foundation which to develop administrative procedures
and a firm basis for discussion when differences occur.
Policy and procedure manuals are important because they establish
boundaries within which the hospital will operate and convey its beliefs.
Without such manuals, management lacks direction and is vulnerable to
inconsistent decision-making.
A policy manual is meant to serve as an easy reference to policy. It
provides guidelines and direction for nursing personnel who are
accountable for the management of nursing care and staff.
The use of written polices and procedures aids the hospital materially in its
overall purpose-the delivery of quality care.
A “Nursing Service Administrative Manual” can be developed for overall
departmental policies, procedures and information related to nursing
administrative and the professional components of nursing care. It may-

1. Describe the structure and organization of the nursing department,
2. Identify current departmental administrative and clinical nursing
practice policies and procedures that are applicable to all nursing
units and
3. Identify current hospital and medical staff policies and procedures
related specifically to nursing.
1.10. Procedures
Procedures supply a more specific guide to action than policy does. They
help achieve a high degree of regularity by enumerating the chronological
sequence of steps. Procedures are intradepartmental or interdepartmental
and consequently do not affect the entire organization to the extent that
policy statements do.
Procedure manuals provide a basis for orientation and staff development
anal are a ready reference for all personnel. They standardize procedures
and equipment and can provide a basis for evaluation. Good procedures
can result in time and lobour savings.
Improvement in operating procedures increases productivity and reduces
cost. Waste in performing work can be decreased by applying work
simplification that strives to make each part of a procedure productive.
First one decides what work needs simplification by identifying problem
areas. Next the work selected is analyzed carefully and in detail.
A questioning attitude helps to determine why work is done, by whom,
when, where and how. What is the purpose of the procedure? Does it need
to be done? Can it be eliminated? For example, are “closed’ and ‘surgical’
beds really necessary or could ‘open’ beds be used for all purpose? Who
does the work? Can someone else do it better, or can it be assigned to
someone with less skill? Is there duplication of efforts? Can two or more
activities be combined? Will changing the time sequence improve the
procedure? Can changing the location reduce transportation? Once these
questions have been answered, rearranging, combining or eliminating
components should simplify work. Then the improved methods must be
communicated, so they can be implemented.

" 1.11. Exercise
A. Encircle the letter containing best answer of the following
statements.
1. Interdepartmental co-ordination depends upon
a. The size of the organization
b. Resources of the organization
c. Planning of the organization
d. Scope of authority each departmental director possesses.
2. The aim of organizational engineering is
a. Policy development
b. Planning the organizational structure
c. Effective unity
d. Resource development.
B. Encircle the letter 'T' if the statement is correct or 'F' if the
statement is incorrect
a. Objectives of an organization have no role to play in the co-
ordination.
b. The nurse director must be an active member in activities
involving interdepartmental policies and functions.
c. A nurse director should be engaged with her own departmental
staffs for better interdepartmental co-ordination.
d. In order to provide effective co-ordination between nursing service
and other department, the nurse director must create a climate in
which co-ordination is possible.
1. What do you mean by human relation? Define interpersonal
relationship and mention the factors required for establishing good
interpersonal relationship.
2. What is inter-departmental co-ordination? Briefly discuss the
procedure to develop effective interdepartmental co-ordination.
3. Enumerate the guidelines how a nurse director can create a climate
for effective co-ordination with other department.

Lesson 2: Personnel Management
ƒ explain the meaning of personnel management, job description and job
specification
ƒ state recruitment procedures and promotions policies
ƒ describe staff development, in-service and containing education
process
ƒ identify and explain performance appraisal methods.
2.2. Management by Objectives
Management by objectives (MBO) is a tool for effective planning and
appraisal. It emphasizes the achievement of objectives instead of
personality characteristics. It focuses attention on individual achievement,
motivates individuals to accomplishment and measures performance in
terms of results. MBO is a managerial method whereby the supervisor and
staff nurse identify major areas in which the nurse will work, set standards
for performance and measure results against those standards. It determines
the results that the nurse is to achieve in a given time frame.
In current thinking and writing, the starting point for either a philosophy
or the practice of management seems to be the predetermined objectives.
The entire management process concerns itself with the intelligent use of
people whose efforts must be properly motivated and guided.
Through it objectives, management attempts to create a climate conducive
to achievement, motivation, to goal-mindedness. In order for the concept
of management by objectives to be effective, the use of participative
management is essential. Participative management involves a relationship
between superior and subordinate in which both share in goal setting and
decision-making.
Objectives are useful as they provide a course of action to follow in order
to achieve desired goals. They determine what is to be done in the future.
Deciding in advance what is to be done, how and by whom, where it is to
be done and when, makes for purposeful, orderly activities.
Objectives may be general or specific and may relate to a wide or narrow
segment of an organization, a unit of a department or an individual.
General objectives are more manageable if translated into specific goals
that are meaningful to people in their daily work.

A positive attitude on the part of the administration nursing staff is
essential to the fulfillment of the nursing service objectives. They are
responsible for success or failure in achieving the hoped for results.
They use the abilities of the staff member guiding them to-
1. Understand the relationship between objectives and patient care.
2. Recognize that valid, detailed planning depends on knowledge of
where the departmental activities are going.
3. Develop their own aims, which tie in with the immediate objectives
and produce a sense of accomplishment.
4. Provide adequate and suitable consultation as needed and
5. Recognize the need for teamwork and team out comes.
If the nursing staff members have been sufficiently educated so that they
understand and believe in the concept of objectives, there is less need for
close control of their behavior. They understand the goals of the hospital,
the nursing department or a nursing unit and where the personnel are
expected to go. Such attitudes instill a sense of direction and responsibility
for the success of an organization’s purpose.
To develop management by objectives, the nurse should first review the
mission and group objectives. The nurse can determine the mission and
objectives by analyzing what she does or what she thinks she should do.
She describes her job and clarifies the purpose for its existence. This helps
identify major job responsibilities.
Next she lists her major job responsibilities. Results expected should be
listed rather than activities. This can be accomplished by asking oneself
why the activity is being done or why it is important.
2.3. Present and Future Nursing Management
As nursing administration looks to the future, it becomes evident that
profound change will take place in the way management deals with
personnel. There will be greater concern for the deeper drives of human
motivation- needs, hopes, pleasures, beliefs, a focus as wide angled as life
it self. A new move toward humanism is playing a dominant role in
management thought.
Management will be a matter less of delegating limited responsibilities
and more of motivating open ended creativity. People will perform less
out of duty and more for the self-satisfaction gained. The hours of work
will be fewer and will allow more flexibility in working schedules.
Managers will strive to get the best productivity from their staff by being

tolerant, kind and empathetic attitude will require a kind of introspection
and a creative instinct to achieve the goal of maximum productivity.
Employees of today are better educated and have different needs and
values room those of their predecessors. Consequently, motivational
methods that may have worked well in the past are ineffective today. For
the nurse director this means a greater challenge to change nursing
management patterns, attitudes, habits, responsibilities and
interrelationships of her staff.
2.4. Job Description and Specification
Job descriptions are derived from job analysis and are affected by job
evaluation design. They generally contain specifications that are the
requirements for the job, major duties and responsibilities and the
organizational relationships of a given position. The title of the job
indicates the major responsibilities and sets that job apart from others. The
job description is a summary of primary duties in a complete but not
detailed fashion. Job relationships and professional affiliations may be
cited. Education, experience and worker trail’s such as aptitudes, interests,
temperament, physical demands and working conditions may be included.
Job descriptions should be up-to-date, accurate and realistic in terms of the
resources available. Standard forms for all jobs within a category facilitate
comparison.
Job descriptions should arrange duties in a logical order stating them
separately and concisely and using verbs to describe the action. They
should be specific rather than league and avoid generalizations by using
quantitative words whenever possible. To indicate frequency, one can note
‘daily’ ‘periodically’ or ‘occasionally’ when the percentage of total time
spent on a specific activity cannot be determined.
Job descriptions are useful for recruitment, placement and transfer
decisions. They can also be used to guide and evaluate personnel. Job
descriptions help prevent overlapping of duties, conflict and frustration.
A job analysis results in two types of written records- job description and
job specification. Job descriptions generally present the principal duties,
responsibilities and organizational relationships that make up a given job
or position. They define work assignments and a scope of responsibility
that are sufficiently different from those of other jobs to warrant a
particular title. What a job description is and how useful it is as a practical
instrument are matters that depend in a large measure on who makes it and
how it is made.
A job description should include the following:

1. A job description must be up to date and correspond accurately to
current job requirements.
2. The title of a job should clearly indicate the principal demands made
by the job and job holder.
3. The summary of primary duties gives an overview of what the job is
essentially. The summary indicates what the job is and how and to
what extent this job differs from the other jobs.
4. The description should be complete but not overly detailed.
5. Standard forms should be used for all jobs within each category.
6. Job descriptions must be realistic in terms of both technical and
human resources available.
2.5. Principles of Organizing and Writing Job Description
1. Arrange descriptions of duties in some logical order.
2. State separate duties clearly and concisely.
3. Begin sentences with active, functional verbs such as performs, uses.
4. Use quantitative words where possible.
5. Use specific rather than vague words where possible.
6. Avoid generalization.
7. Where possible, determine or estimate the percentage of total time
spent on an activity.
8. Use such words with regard to performance of certain duties, which
will make the meaning more specific and clear.
The information recorded on a job specification describes the human
qualities that are necessary to perform the job adequately. Although the
data recorded on the job description can be rather objectively determined,
those shown on the specification are subjective. The job specification
depends upon the value judgments of a number of people job analysts,
jobholders and supervisors.
Job descriptions and job specifications can be a liability if they are
inaccurate, incomplete or out dated. Because of the proliferation of new
knowledge and technological innovation in the health field, job
descriptions are subject to frequency change. The nurse director must
systematically and periodically review them in order to maintain their
relevancy. She must see that:

1. Job descriptions are written for all positions in the nursing
department, delineating the functions, responsibilities and desired
qualifications.
2. Job descriptions are reviewed and updated every six months.
3. All positions are evaluated within the year.
4. Specifications are developed for all positions.
5. Job performance criteria are established for all nursing positions.
There are two ways of ensuring that the job information is an accurate
representation of current conditions in the nursing department. One
approach places major reliance upon the supervisors, who are responsible
for reporting any significant changes in the make-up of the jobs in their
nursing units.
The second approach requires a periodic audit of the jobs in the
department by a selected group of nursing personnel, the job description
committee, with the assistance of a member of the personnel department.
2.6. Performance Appraisal
Performance appraisal is that aspect of management concerned with
evaluating the performance of employees and its relationship to the
organizations goals. Strengthening the hospital’s position of leadership
depends on steady improvements in employee performance and an
inventory of people capable of advancing to greater responsibility.
Evaluation of personnel at work is a continuous process. Employees
shown in their daily activities and actions how well they are meeting job
requirements. Personnel know that supervisors are required to evaluate
them with respect to their job as well as their potential for growth.
The nurse director and her administrative staff must develop a systematic
evaluation plan and procedure and make it known to the entire nursing
staff. The rating of employees, both subordinate and superior, can be a
threatening experience or a motivating experience.
Purposes of the Evaluation are:
1. To determine job competency.
2. To enhance staff development and motivate personnel toward higher
achievement.
3. To discover the employee’s aspiration and to give recognition for her
accomplishments.

4. To improve communications between supervisors and staff and to
reach an understanding about the objectives of the job and agency.
5. To improve performance by examining and encouraging better
interrelationships between nurses.
6. To aid supervisor’s coaching and counseling.
7. To determine training and developmental needs of nurses.
8. To make inventories of talent within the organization and reassess
assignments.
9. To select qualified nurses for advancement and salary increases. and
10. To identify unsatisfactory employees.
2.7. Methods of Evaluation
Anecdotal notes- anecdotal records are objective descriptions of behavior
recorded on plain paper or on a form. The notations should include who
was observed, by whom, when and where. A description of the setting or
background and the incident compose most of the notation. Interpretation
and recommendation may be included. Value-laden words such as good
and bad should be avoided.
Characteristic behavior cannot be determined without several incidents
depicting similar behavior.
The supervisor, head nurse or team leader may use time sampling to
accumulate observations. The time that is set aside specifically for
observations may be divide’s by the number of staff to be observes. The
supervisor then concentrates on the scheduled staff member for a short
period of time. It is advisable to make several brief observations over a
time span to identify patterns of behavior.
An advantage of anecdotal recordings is that the description is not coerced
into a rigid structure. Although anecdotal records provide a systematic
means for recording observations, they do not guarantee that observations
will be made systematically or that specific, relevant behaviors will be
observed. It also takes considerable time to record the observations.
Checklists
With a checklist, the supervisor can categorically assess the presence or
absence of desired characteristics or behavior. Checklists are most useful
for tangible variables, such as inventory of supplies, but they can be used
for evaluation of nursing skills. It is advisable to list only the behavioues
essential to successful performance and it is advantageous to determine the

behavior to be observed in advance. Consequently, the same criteria are
used in each situation.
Rating Scales
The rating scale does more than job note the absence or presence of
desirable behavior. It locates the behavior at a point on a continuum and
notes quantitative and qualitative abilities. The numerical rating scale
usually includes numbers against which a list of behaviours is evaluated.
For example:
Observation of working hours- 1, 2, 3, 4, 5
Ability to get along with others- 1, 2, 3, 4, 5
This is not a very reliable tool because of the inconsistent value attributed
to the number. The fault can be partially overcome by adding a few
qualitative terms. For example:
Observation of
working hours
Never Sometimes About half
the time
Usually Always
1 2 3 4 5
The tool can be made even more reliable by developing a standard scale.
This is done by using comparative examples to establish a set of standards.
To illustrate a nurse-to-nurse comparative scale might be developed as
follows:
Observation of working hours
Nurse
Lowest
1
Below average
2
Average
3
Above average
4
Highest
5
Nazma ×
Patema ×
Rahima ×
Afroza ×
Mary ×
As long as the supervisors could agree on the qualifications of a few
nurses known to all of them, a comparison scale can be developed that
gives a common reference for rating the rest of the staff nurses.
The graphic rating scale is different from numerical rating scale in those
words rather than numbers are used. For example:
Observation of
working hours
unsets
fasting
Below
average
Average Above
Average
Outstanding

The following descriptive graphic rating scale is similar to the graphic
rating scale except that it presents a more elaborate description of the
behavior being rated:
Observation of
working hours
Usually
late
Sometimes late to
work
Usually gets to work
on time
2.8. Recruitment of Personnel
The acquisition of qualified people in any agency is critical for the
establishment, maintenance and growth of the organization. The human
resources of any organization constitute one of the most important assets.
Indeed, its successes and failures are largely determined by the caliber of
its workers, into managers and the efforts they exert. Therefore, the recent,
policies and techniques an organization adopts to meet its manpower
needs are of vital significance. There is much to be gained from the
adoption of carefully worked out, stable policies in the area of
employment, they can be positive management tools to shape the entire
recruitment and selection program.
Sources
The means by which people are recruited vary, depending on such
elements as hospital management policy, the type of position open, the
supply of manpower in relation to demand. If internal recruitment is a
practice, vacant positions can be posted on bulletin boards and employees
who feel qualified can be invited to apply. Nursing vacancies can be
announced at departmental meetings. If the hospital has an official
publication, space could be allotted to announcing job openings.
Sometimes employees will pass the word to their friends and relatives who
may be seeking work.
Other sources for recruitment include the use of public employment
agencies, private employment agencies and advertising in newspapers,
professional journals and magazines. Schools and colleges can be
informed of job opportunities.
Since management-consulting firms become intimately acquainted with
the personnel of numerous client companies, they are often in a position to
recommend an individual as a likely candidate for top positions in nursing.
At the annual conferences or meetings that all professional associations
hold throughout the country, employees and job-seeking members of the
association can almost always meet and discuss job opportunities.
The nurse director should work closely with the director of personnel in
planning for manpower needs. A recruitment committee can be formed for

the purpose of establishing recruitment policies and procedures and
developing an action program to recruit qualified nursing staff.
Biographical Data
The attraction of qualified applicants is the first step in selection of
personnel. Once the applicant has been attracted, she should submit
biographical data. The application form is a quick way to collect
demographic information. Data in the personal history-educational
background, work experience and other pertinent information can be used
to:
1. Determine whether the applicant meets minimum hiring
requirements such as minimum educational level or minimum job
experience requirements.
2. Furmish background data useful in planning the selection interview.
3. Obtain names of references that may be contacted for additional
information about the applicant.
4. Collect information for personnel administration, the social security
number, number of dependents and so forth.
Interview
A pre-employment interview should be conducted with the qualified
applicants to predict job success. Information obtained from the
application form and letters of reference should be taken into
consideration during the interview. The purposes of the interview are:
1. To obtain information
2. To give information and to determine if the applicant meets the
requirements for the position
3. The interviews judges
a. The applicant’s dependability
b. Willingness to assume responsibility for the job.
c. Willingness and ability to work with others.
d. Interest in the job.
e. Adaptability.
f. Consistency of goals with available opportunities and
g. Conformance of manners and appearance to job requirements.
4. The interviewer answers questions, explains policies and procedures
and helps acquaint the applicant with the position.

5. Finally, the interviewer must predict whether the applicant’s overall
performance will be satisfactory.
The value of interview is determined by the interviewer’s ability to
evaluate the applicant and to predict accurately her future success.
Orientation
Having made her choice from the available able applicants, the manager
introduces the nurses to her new job, agency policies, facilities and co-
workers. After the general orientation, the supervisor may assign the new
employee to another nurse for further orientation to her specific job.
Frequent visits to see that the nurse is comfortable and that the orientation
is progressing satisfactorily are helpful. Documentation of the orientation
process is useful. The documentation may be a simple checklist itemizing
such information as the organizational structure, specific policies, fire and
disaster plans, tour of the facilities and procedures with space for a
signature. It can be retained in the personnel file.
Near the end of the probationary period, it is advisable to have a
systematic evaluation. The nurse should know what characteristics will be
evaluated. Two independent judgments, such as those of the supervisor
and the head nurse, may be secured and used to check reliability of the
evaluation. The result of the evaluation is indicative of the success of the
selection process.
Advantages of Orientation
1. Communicating regulations and exactly what is expected of the
nurse diminishes uncertainty.
2. Relieves anxiety.
3. Prevents unnecessary misunderstandings.
4. One’s security usually increases when someone is considerate
enough to help one adjust to a new situation.
5. The manner in which the nurse is treated during her first day at a
new job may be citied to her future job satisfaction and performance.
Objectives of Orientation Programme
1. Introducing new nursing personnel to the hospital environment, in
order to achieve maximum adjustment in the shortest time.
2. Giving the employee additional knowledge regarding conditions of
employment.

3. Creating within the individual an awareness of role, responsibilities
and relationships in the new situation.
4. Giving the new employee information about the hospital and its
purpose, the location of various departments and the organization of
the unit to which the employee is assigned.
5. Helping the new employee understand and appreciate the
interrelation of allied services in the care and treatment of patients.
6. Acquainting the individual with her place and role on the nursing
team.
7. Helping each employee become aware of her contribution toward the
collective goal of hospital personnel.
8. Promoting an understanding of the relationship between the hospital
and the community.
The nursing staff and new employees should be aware of the orientation
progrmme, its philosophy, objectives and policies. The more the staff
understands the basis for the programme, the greater will be their support.
Staff Development
It is a continuing liberal education of whole person to develop her
potential fully. It deals with aesthetic senses as well as technical and
professional education and may include such activities as orientation,
internships, in service, courses, conferences, seminars, journal or book
clubs, programmed learning and independent study.
The nurse manager plays an important role in the support of staff
development. She sets the atmosphere for how staff development will be
received and can create the environment for making it a positive and
beneficial experience. The nurse manager has a responsibility to review
the goals for the staff development programme and to provide a budget for
those activities. She participates in need identification and analyzes how
education affects change in nursing services. She must be careful to
differentiate staff development needs from administrative needs.
The nursing manager is legally liable for the quality of nursing services.
Ability to document staff development is strong supportive evidence for
the manager. Positive reinforcement through recognition, such as oral
praise on the unit or acknowledgment of accomplishments in a newsletter,
is useful. Staff development can also be related to retention, pay raises,
advancement to other positions.

In-Service Education
Staff education, staff development and in-service education are some of
the terms used to describe a planned educational experience provided in
the job setting and closely identified with service in order to help a person
perform more effectively as a person and as a worker. Education is a
legitimate sphere of activity for reaching organizational objectives,
educational activities can:
1. Develop the creative talents and abilities of individuals.
2. Develop skill in problem solving, planning, fact-finding and
exploration of alternatives before action.
3. Increase skill in discovering and using resources
4. Promote teamwork and
5. Increase acceptance of responsibility.
All these are crucial to institutions in accomplishing objectives.
The goals of staff education within an organization are:
ƒ to increase knowledge
ƒ to increase skill
ƒ to change attitudes to develop a better employee.
The ultimate objectives of the educational programme are:
ƒ to bring about behavioral changes in the employee to make him
different in the future.
ƒ education, training and development are a continuous process,
designed to help individuals grow to there fullest.
ƒ to keep them up to date with new knowledge and technology.
ƒ to enable them to do their present jobs better in
ƒ to help them prepare for future opportunities if they should arise
within the hospital.
Continuing Education
The continuing education programme is that phase of the staff education
programme aimed at helping the employee keep up to the date with new
concepts.
ƒ Increasing knowledge, understanding and competence.
ƒ Developing the ability to analyze problems and

ƒ Working with others.
If it is believed that the personnel who are already a part of the
organization constitute the most promising manpower then efforts should
be directed toward their uninterrupted by self-development.
The use of small groups as the focus for staff education has potential for
individual self-acquisition. Small group activities and instruction tend to
promote rapport among members of the clinical unit. Within each nursing
unit, personnel may carry on programme that they believe serve
continuing education needs. When the staff of one unit is invited to an
interesting continuing education programme with staff another unit,
personnel learn to share and plan together.
Each level of nursing personnel, such as nursing assistants, unit clerks,
staff nurses, nursing supervisors, nursing superintendents may hold
monthly meeting, at which time an educational programme is presented on
a topic of interest, usually selected by the group.
Continuing education can include progrmmes conducted within the
hospital as well as those help outside the hospital. Attendance at each
progrmme may motivate the staff to call for new and different
experiences, to try for more individual fulfillment of their needs, to enter
other educational activities and to increase their interest in things outside
the hospital. As an individual, an employee may enroll in correspondence
courses, vocational or technical courses or college course relevant to her
job. Many hospitals support this type of employee continuing education by
a fruition reimbursement programme.
Another phase of continuing education includes attendance at conventions,
workshops or institutes offered by many different national, regional and
local organizations in the health field. As a nurse director approves staff
attendance of institutes, workshops or other educational activities, the
objectives of the programme should be carefully reviewed to determine
their relevancy to nursing. Those attending should prepare a written report,
share it with others and show how they plan to use what they have learned.
The hospital library can serve as a center of educational activities and a
resource for individual continuing education. The well-stocked library is a
laboratory where nursing personnel may do research in the literature and
keep abreast of the fast-moving advances in medicine, nursing and other
areas of interest.
Planning programs on a community-wide basis with other hospitals and
health care agencies is another approach to expanding continuing
education for health workers. An area-wide in-service education

committee might be made up of representatives of hospitals and nursing
homes. Funds and resources can be brought together. For example, one of
the hospitals in a community received a new piece of equipment and plans
to conduct a progrmme to acquaint the personnel with its use, perhaps
neighboring hospital personnel could be invited to attend. Better
understanding of continuity of patent care can be promoted by better
understanding of the services available within the community. Hospitals
and other health care agencies can plan programmes together to enhance
continuity of patient care and increase the skills of their respective health
workers.
Promotion Policies
As vacant positions occur within the nursing department, it must be
determined whether they will be filled from within the department or
whether new personnel will be recruited from the outside. A policy that
encourages promotion from within the department or hospital tends to
enhance the morale of the staff. Most people expect to advance to
positions offering higher pay and status during their work careers. As one
employee moves into a higher-level position, this move may cause a
succession of advancements for other employees. However, promotion
from within sometimes causes problems and limitations. For example, it
may prevent the introduction of new ideas and knowledge into an
organization and perhaps may perpetuate outdated practices. It sometimes
leads to organizational inbreeding.
Perhaps the most fruitful guideline of action is to fill the majority of
vacancies from within, but to go outside when qualified persons are not
available inside the organization. In order to introduce new ideas,
consideration should be given to filling a moderate percentage of manager
positions from the outside.
" 1.9. Exercise
A. Encircle the letter containing best answer of the following
statements.
1. Standards of performance are
a. Supplies and equipment of an organization
b. Leadership qualities of a manager
c. Structural framework of an organization
d. Criteria against which performance can be measured.

2. Nurses value systems and beliefs will serve as basis for
a. Her individual development
b. The policy of the organization
c. Discipline of the institution
d. Giving care to the patients.
B. Fill in the blanks
a. Methods should be formulated for maintaining ............. of the care.
b. Nursing practice procedures should be established to assist ........ to
make correct decision.
c. Quantity assurance refers to the ............ of health personnel for the
quality of care they provide to patients
d. The accountability involves provision of evidence as compared to
an agreed upon ...................
e. Self-regulation and ................ recognized as hallmarks of
professionalism.
f. Quality nursing care is the wise use of knowledge, skills and
compassion to meet the ........... of the patient.
g. A procedure prescribes the steps that should be followed in order
to carry out ............. policy.
1. What do you mean by standards of performance.
2. Define quality assurance progrmme. What is the meaning of
duality nursing care? How a nurse manager will ensure quality
nursing care of the patients in a hospital?
3. Give the meaning of the terms policy and procedures.
4. Enumerate the basic principles for policy development.
5. Write down the uses of policy and procedure manuals in an
organization.

Lesson 3: Procurement and Maintenance of
Hospital Articles
ƒ explain the procedures for procurements
ƒ identify the responsibilities of a nurse manager for procurement of
supplies and equipment
ƒ differentiate supplies and equipment
ƒ state the guidelines for managing hospital supplies and equipment.
3.2. Procurement of Supplies and Equipment
The nurse director has a responsibility to estimate the needs of the
department of nursing as they relate to supplies and equipment. The
hospital administrator depends on each of his department directors to
assess carefully, make recommendations and implement a system for the
evaluation and control of supplies and equipment.
Procurement Department
The nurse director should become aware of the functions of the
procurement department; so that she will know what services are
available. Because the nursing department uses large quantities of supplies
and equipment, careful coordination is necessary between the nursing and
purchasing departments.
The procurement department is responsible for-
1. Determining what, when and how much to purchase.
2. Developing sources of supply.
3. Receiving and checking quantity of supplies purchased.
4. Inspecting receipts for technical compliance with specification.
5. Storing and issuing merchandise.
6. Providing the accounting department with the necessary information
to effect payment for supplies purchased and received.
7. Conducting research.
8. Promoting simplification, standardization and labor saving ideas.
9. Salvaging and disposing of undesirable merchandise.
10. Maintaining a reference library of materials for hospital use.

11. Evaluating products and sources so as to effect timely and
economical purchase of materials compatible with economic trends
and
12. Establishing and maintaining frequent personal contact with
department directors to assist them with their needs.
Supplies
Supplies and equipment are vital to the operation of an institution.
Supplies refer to expendable items-articles being used periodically and
reordered frequently to maintain. Sufficient amounts on hand. Amounts
ordered will depend on the current patient census and the standards set up
by the nursing administrative group to minimize the occurrence of over or
under ordering.
Equipment
Describes more permanent fixtures and apparatus of a nonexpendable
nature and should be further classic feed as fixed or movable.
Fixed Equipment
Refers to objects built into the walls and floors of the hospital and includes
such things as sinless, sterilizers, lockers, cabinets, intercommunication
system etc.
Movable items may be subdivided into-
1. Articles that should last for more than five years, such as, furniture,
lamps, stretchers, wheelchairs, examining tables etc.
2. Articles having less than 5 years of life but which are capable of being
used repeatedly before being replaced, such as- instruments, needles,
syringes line, bathtubs, bedpans, urinals etc.
Supplies are ordered based on the patient census and equipment is ordered
according to the maximum number of patients admissible to the unit.
The hospital generally establishes a policy and procedure on the supply,
control and distribution of items for which the procurement director is
responsible. Department directors are responsible for the security,
procurement and economical usage of all supplies distributed to their
areas.

System for Maintenance of Supplies
Each nursing unit should have a formalized system for the maintenance of
supplies. A written procedure should explain what supplies are available
for use and the amounts to be placed, in the storage areas of the nursing
unit. In establishing a stock level for departmental use, the procurement
director reviews the last usage for each stock supply item with the nurse
director or her representative. Together they establish a stock level
quantity to satisfy each nursing unit’s requirements. New items are added
in amounts based on estimations made by the nursing department. Stock
levels are periodically reviewed and adjusted. Stock supplies are generally
delivered weekly or biweekly and are stored in their place on the nursing
unit by the procurement department. The procurement director should be
notified of any anticipated changes in usage of supplies or of any
additional supplies needed. The unit clerk of a nursing unit can be
delegated to spot check the maintenance of supplies and assist the
procurement clerk in the routine procedure.
Establishing of System for Selection of Supplies and Equipment: When
the procurement department forwards an item that may be of interest to
nursing, the nurse director must determine whether it can be evaluated by
the experimental nursing unit, if one is available. Is it and the nurses? Is it
an item that may be evaluated by both nursing and other departments? Is it
an item that will require capital expenditures? Obviously,
interdepartmental collaboration and administrative coordination are
required in order to establish a system for selecting supplies and
equipment.
If the medical staff proposes experimental items, the nursing staff may
assist in gathering the necessary information requested. Sometime the
nursing department is directed by the hospital administrator to initiate the
purchase.
The nurse director or her representative participates in the selection of
supplies and equipment be used by nursing. She should receive from the
procurement office information that includes price, quality, performance
characteristics and availability of maintenance services. Items that affect
nursing procedures can be referred to the nursing practice committee for
consideration and review. That committee, in turn will make
recommendations to the nurse director. Since the nursing practice
committee is primarily concerned with the development of written
procedures to serve as standards of performance for nursing, it should
become involved in the acquisition of items necessary for carrying on
nursing services.

3.3. Guidelines for Management of Supplies and Equipment
1. Equipment should be inspected to determine completeness,
availability for use, cleanliness, safety and convenience in
placement.
2. With the introduction of new and unfamiliar equipment, each staff
member who will use it must understand its operation, purpose and
aftercare.
3. Quantities of supplies on hand should be checked before reordering.
4. There must be a casual supervision of personnel to assure that
supplies and equipment are being used for their specific and interred
purpose.
5. Supplies and equipment should be checked for specification and
quantity when received from the purchasing department.
6. Supplies and equipment should be conveniently located and easily
accessible to all nursing personnel.
7. There must be some provision made for ordering on an emergency
basis, emergencies being specifically defined and understood by all
who might have to resort to this practice.
The selecting, standardizing, ordering and maintenance of supplies and
equipment are all part of the control system. A further component is
educating all the nursing staff to share in the responsibility of maintaining
and controlling supplies and equipments. During the orientation of new
personal, the procurement director should be invited to discuss hospital
costs and what they mean to the patient and his family. A display of items
and their purchasing cost is sometimes very revealing to the staff.
To achieve their willing cooperation nursing personnel should be
instructed:
ƒ In the use of all items.
ƒ Informed of the programme of preventive maintenance for equipment.
ƒ Assured that supplies will be available when needed and
ƒ Given recognition for any ideas that may result in better utilization of
both supplies and equipment and thus reduced costs.

" 3.4. Exercise
1. Comment either the following statements ‘True’ or ‘False’ on the
space provided
a. For the concepts of management by objectives to be effective the
use of participation of the employees should be avoided
b. Participative management involves a relationship between goal
setting and decision-making.
c. General objectives will be difficult to manage when it is translated
into specific goals.
d. A positive attitude on the part of the administrative nursing staff is
essential to the fulfillment of the nursing service objectives.
e. The way management deals with personnel will be same in future.
3.4.2. Match the items of column ‘A’ with column ‘B’ and write the
letter of the appropriate answer in the space provided
Column ‘A’ Column ‘B’
1. In future, the hours’ of work will be fewer and
will allow more _______ in working schedules.
Difficulties
2. Is a summary of primary duties in a complete but
not detailed fashion _______?
Competency
3. Job descriptions help prevent overlapping of
duties, conflicts and _______.
Analysis
4. A job _______ results in two types of written
records job description and job specification.
Job description
5. Performance appraisal is that aspect of
management concerned with _______ the
performance of employees.
Job specification
6. Purpose of evaluation to determine job _______. Evaluating
7. Objective description of behavior recorded on
plan paper or on a form _______.
Rating scale
8. Categorically assess the presence or absence of
desired behavior _______.
Checklist
9. The numerical rating scale usually includes
numbers against which a list of behaviors is
evaluated _______.
Anecdotal notes
Frustration
10. The recruitment polices and techniques an
organization adopts to meet its _______ needs.
Assessment tools

1. Enumerate the criteria of job description
2. Differentiate between job description and job specification. States
the principles of writing job descriptions.
3. What is the meaning of performance appraisal? Briefly, discuss
about performance appraisal tools.
4. Write down the recruitment procedure. Enumerate the purposes of
interview.
5. What is orientation? Mention the advantages of orientation
programme.

Lesson 4: Record Reports
ƒ explain the significance of record keeping
ƒ identify the types of records should be maintains
ƒ state the purposes of record keeping and
ƒ discuss the procedures to maintain records.
4.2. Record and Reports
Every nurse director should give some attention to whether the records
and reports in her department provide the right kind of information, to the
right people, at the right time to enable her controls to work effectively.
Reviewing reports, she knows, departmental achievements, exceptional
problems, operating conditions, labor morale and patients attitude.
The nurse director may be expected to issue reports monthly, quarterly,
half-yearly and often at a moments notice. To be able to do so efficiently,
she needs to know the appropriate records, to set up forms to make
meaningful data available and to analyze and use data for the betterment
of nursing service. Recognizing the significance of records and reports,
she interprets them and makes the findings accessible to all who in turn
can use them to further the cause of quality nursing care. She shares
accomplishments indicated by records with her staff and encourage all
concerned to meet the challenges inherit in the weaknesses that present
themselves.
Administrative Records and Reports
In order to maintain a viable administrative and organizational structure,
the nursing department needs to have ready access to information.
4.3. Uses of Information
1. Provides a scope of activities within the department.
2. Ascertains whether the volume of work is increasing, decreasing or
remaining the same.
3. Allows, for an evaluation of progammes.
4. Provides for the coordination of activity.
5. Contributes toward budget preparation.
6. Furnishes content for educational experiences.

7. Serves as basis for preserving information of historical significance.
8. Draws attention to how well performance matches acknowledged
standards so that corrective adjustments can be made.
9. Serves as a source for legal purposes.
The land of administrative records and reports, the design of the forms,
how and where they are filed and methods for obtaining the information
depend upon each hospital’s particular requirements for information, ease
of collection and the way the information is to be used. The responsibility
of the nurse director for maintaining certain records and reports differs
according to the size and type of hospital, the size and complexity of the
nursing department, the functions of other departments and extent of
computer facilities.
4.4. Records Maintained in the Hospitals
Statistical Information
The management of an organization requires statistical summaries of the
work for any given period. The purposes of collecting data should be well
defined at the time of their compilation.
Data collected should be relevant to their purposes and they should be
analyzed and presented in a meaningful manner. Finally, consideration
needs to be given to how statistical data will be used in making decision
leading to action.
The Patient’s Medical Record: A patient’s medical record provides a
written record of data about the patient.
4.5. The uses of Medical Record
1. It serves as a means of communication among the professionals
sharing in his care.
2. The patient’s chart is the basis for planning his care and carrying out
the plan.
3. It is evidence of the course of his illness and his treatment.
4. It is also used as a basis for review. Study and evaluation of the care
rendered to the patient.
5. As an adjunct in the education of many personnel and often as a
reference source.
6. As a source of statistical data, such as births, deaths or hospital
admissions.
7. As a basis for making plans for the future and for anticipating needs.

8. As a legal protection for all concerned.
9. As subject material for comparative studies and research.
10. The medical record system is organized to accord services to many
groups; patients, professional staff, administration and the
community.
11. Nursing department plays a major role in the compiling of high-
quality patient records.
12. The nursing record greatly contributes to the medical record,
providing a historical, documental record that assists the physician in
the diagnosis and treatment of the patient.
Problem-Oriented Recording
Lawrence weed, M.D., has introduced a method of organizing the medical
record or chart as an ongoing audit of the management of the patient’s
problems. The problem oriented system developed by Dr. Weed provides
a systematic method for planning and evaluating nursing care; the
emergence of the problem oriented medical record on the health care gives
tremendous impetus to the use of the nursing process.
Problem Oriented Medical Records
The problem oriented medical record-a type of documentation designed to
improve the adequacy and organization of clinical information for
effective patient care. It is an integrated system focusing on the patient’s
problem. The problem-oriented record is patient care plan, not a
physician’s care plan or a nursing care plan. It has four basic components:
1. Data base- history including chief complaints, present illness patient
profile, physical examination and laboratory reports.
2. Complete problem list- the front sheet of the chart during
hospitalization. It is a numbered and titled list of every problem the
patient has or had. A problem is defined as anything that requires
management or diagnostic workup, including social and
demographic problems.
3. Initial Plans Includes-
a. More information for diagnostic workup- specific and detailed
plans for each diagnostic possibility and management.
b. Therapy- statements not only on drugs and procedures but also
precise statements of goals, end points and contingency plans.
c. Patient education- the plan for educating the patient and his
family about each problem.

4. Progress notes: Notes numbered and titled to correspond to the
specific problem to which they refer-
a. Narrative notes: symptomatic, objective assessment plan.
b. Flow sheets
c. Discharge summary.
Annual Report
The annual report of the department of nursing is an important
management tool and record. It serves as a progress report on patients and
nursing activities and accomplishments to the hospital administration.
The report may include areas such as-
1. Significant projects undertaken, completed or discontinued.
2. Major changes in departmental policy procedures.
3. Effects on nursing service of changes in interdepartmental policies
and procedures.
4. Activities of the in-service education programme.
5. Nursing issues and
6. Plans for the forth-coming year.
Other topics that may be included are:
1. Progress report on yearly objectives.
2. Recommendations to implement the plans for the new fiscal year.
3. Recommendations for the solution of identified problems.
4. Annual summaries of statistical data, such as nursing hours per
patient, ratio of professional nurses to allied groups, turnover rates
etc.
5. Annual summary report of nursing committee activities and
accomplishments and
6. Acknowledgments, which offer the nurse director an opportunity to
give credit to the departments, community agencies and individuals
who made substantial contributions to the progress of the department
of nursing during the year.
Nursing Personnel Records
For the benefit of the hospital as well as the employee, personnel files
must be kept current by the nursing department. These records are

confidential and their contents should be available only to authorized
persons.
The nurse director is responsible for learning from the personnel
department what information being recorded and then for determining
whether additional information is necessary for nursing needs. The
personnel folder will contain-interview forms, reference findings, health
status, employee performance appraisal, salary, employment change,
disciplinary action, accident and incident reports, educational
achievements, and staff activities.
" 4.6. Exercise
A. Tick (√) the correct answers
1. The procurement department is responsible for
a. Planning for the supplies and equipment
b. Determining the policy for supplies
c. Maintaining the supplies
d. Purchasing the requirements.
2. Articles being used periodically and reordered frequently to
maintain sufficient amounts on hand are:
a. Fixed items
b. Movable items
c. Expendable items
d. Nonexpendable items.
4.6.2. Match column ‘A’ with column ‘B’ and put the letter of the
appropriate answer in the space provided
Column ‘A’ Column ‘B’
1. Selecting, standardizing, ordering and maintenance
of supplies and equipment _______.
Procurement
2. Nursing personnel should be instructed in the use
of all items to achieve their _______.
Control system
3. The management of an organization requires
_______ summaries of the work.
Goal
4. The patient’s chart is the basis for _______ his
care.
Co-operation
5. Medical records used as a _______. Administrative

6. Problem oriented medical records are _______. Statistical
7. Numbered and tilled to correspond to the specific
problem _______.
Recording
Planning
Policy
Plan
1. What types of supplies and equipment are usually used in the
hospital?
2. Discuss the responsibilities of a nurse in charge for the
maintenance of supplies and equipment.
3. Write about the types of records maintained in the hospital.
4. Enumerate the uses of medical records in a hospital.

Lesson 5: Financial Management and Budgeting
ƒ explain the importance of financial management
ƒ define budget and prerequisites
ƒ identify types of budget
ƒ explain the procedure of budget preparation and presentation
ƒ describe the process of budget review and control mechanism.
5.2. Financial Management
Hospital management is changed with delivering efficient, high, quality
health care, it must accurately define all cost factors in orders to maximize
the effects of necessary expenditures. The budgeting process, carefully
thought out, properly developed and wisely administered, is a tremendous
management tool to satisfy this responsibility. When understood, the
budget provides a department director with the ability to define in detail
the many cost factors involved in delivering the best possible patient care
at the lowest possible price.
The financial operation of the nursing department represents the greatest
percentage of the hospital’s total expenses. While a nurse director’s
ultimate goal is to provide good nursing cares she must recognize that this
objective can be strongly affected by her own concept and practice of
financial management. She cannot relinquish this responsibility or feel
unconcerned about financial matters; they require her special interest.
Improper management of fiscal affairs can be detrimental to patient and
the services they receive. The nurse director and administrative staff must
strive to learn as much as possible about the process and overall aspects of
budgeting. Concentrated study and effort should be given to planning,
preparing, analyzing and reviewing the nursing budget and expenditures.
Budget
The budget is a means of checking the progress made in keeping expense
and cost in compliance with an organization’s financial plan and
allowances.
The budget serve as a guide for the fiscal year for which it is prepared,
specifying a framework within which the nursing department can function,
appraise results and modify organizational tasks. Its prime purpose is the
prevention of expenditures in excess of reasonable needs of an
organization’s operation.

A budget is a plan for the allocation of resources and a control for
enduring that results comply with the plans. Results are expressed in
quantitative financial statements, such as revenues and expenses; they also
may be no financial statements covering output, materials and equipment.
Budgets help coordinal the efforts of the agency by determining what
resources will be used by whom, when and for what purpose. They are
frequently prepared for each organizational unit and for each function
within the unit.
Planning is done for a specific time, usually a fiscal year, but may be
subdivided into monthly, quarterly or six monthly. The extent to which
accurate forecasts can be predicted must be considered. If the budget fore
casts too far in advance, its usefulness is diminished. On the other hand,
such factors as seasonal fluctuation make it possible to predict long-range
needs from short-budget periods. Managers therefore, necessarily revise
budgets as more information becomes available. Top management and the
board of directors also may prepare long-term budgets of three, five, ten or
more years but these are not used as direct operating budgets.
5.3. Advantages of Budgeting
1. Budgets plan for detailed progrmme activities in advance.
2. They help fix accountability by assignment of responsibility and
authority.
3. They state goals for all units.
4. Offer a standard of performance.
5. Stress the continuous nature of planning and control process.
6. Budgets encourage managers to make a careful analysis of
operations and to base a decision on careful consideration
consequently, hasty judgments are minimize.
7. Weaknesses in the organization can be revealed and corrective
measures taken.
8. Staffing, equipment and supply needs can be projected and waste
minimized.
9. Financial matters can be handled in an orderly fashion and agency
activities can be coordinated and balanced.
10. Budgeting encourages the exchange of information; ideas are traded
and cross-stimulation in budget interest and understanding occurs.
11. The process stimulates team approach. By enabling each team
member to contribute to organizational planning as well as to see the
results of good team play, the budget becomes a stimulant to

employee commitment and efficiency and an effective guide to
proper utilization of resources.
12. The budgeting process gives the hospital administration a chance to
evaluate the thinking of department directors. Is the budget planning
realistic? Are the standards too high or too low? The budget can aid
in evaluating quality and initiative in performance.
13. Once budget standards are set, actual expenditures and budget
standards can be compared with little effort.
Prerequisites to Budgeting
In order for a budget to be meaningful, the following pncrequisities should
be met:
1. The hospital must have a clearly defined organization structure with
responsibilities defined and assigned.
2. Responsible personnel at all levels of management must participate
in budget development.
3. The personnel involved must have an understanding of the service
ideals and financial goals of the hospital.
4. There must be an adequate system that provides reliable financial
and statistical information to the person responsible for the budget.
5. Budgets must allow enough freedom to accomplish departmental
objectives.
6. Budgets must be flexible enough to allow for unpredictable
expenditures.
Types of Budgets
1. Operating budget
2. Capital budget
3. Cash budget
4. Personnel budget
5. Flexible budget
6. Supplementary budget
7. Moving budget.

Operating Budget
The operating budget includes the accumulated estimates of operating
revenues and expenses for a specific period. It predicts future
requirements and expenses for personnel, supplies and other items. The
expenses in the nursing budget as prepared by the nurse director are
ordinarily only those under her control and they are related for the most
part, to estimation of direct expenses. Some of the items that may be
included into the operating budget are:
ƒ Personnel salaries and wages
ƒ Education
ƒ In-service education
ƒ On-the-job training
ƒ Travel to professional meetings
ƒ Scholarships
ƒ Uniforms for personnel
ƒ Books, periodicals and subscriptions
ƒ Dues and membership fees
ƒ Medical and surgical supplies
ƒ Laundry service
ƒ Provision for depreciation
ƒ Repairs and maintenance
ƒ Drugs and pharmaceuticals
ƒ Legal and professional fees
ƒ Recreation.
Capital Expenditure Budget
The capital expenditure budget outlines the need for major equipment or
physical changes in the plant requiring large sums of money. Adequate
cash must be available for these expenditures. The meaning of capital
expenditures may vary from one hospital to another.
While filling out request forms for capital items, it is advisable to include
names of manufacturers, and suppliers, trade-in-credits, estimate of parcel
delivery, installation and maintenance costs. Written justification for each
item should be stated.

It is a joint responsibility of hospital administration and its department
directors to develop a meaningful capital budget. The hospital
administration usually provides guidelines what equipment is to be
considered for capital budgets. What type of items should receive priority?
So, each department director should thoroughly review capital needs, so
that capital expenditures are handled as efficiently and effectively as
possible.
Cash Budget
The cash budget forecasts an estimate of the amount of money being
received-cash flow. It consists of the beginning cash balance, estimates of
receipts, disbursements and the estimated balance for given period. The
cash budget is prepared by estimating the amount of money collected from
patients and form other sources of income and allocating it to cash
disbursements required to meet obligation promptly. It is desirable that the
money needed for operations, fixed assets and long-term indebtedness be
treated separately and combined in summary to reflect the overall
requirements.
Preparation of the Budget
The director must be aware of any special instructions available from
hospital administration about preparation of data and the annual procedure
for budgeting and so inform the committee and unit personnel responsible
for budget preparation. She must also obtain a copy of the hospital
calendar budget, which will provide sufficient information for internal
planning and a timetable of proposed activities. The nursing budget
committee initiates a calendar, based on the hospital calendar, which will
also serve as a schedule to outline activities leading to the preparation and
completion of the nursing budget.
Past operation, records need to be analyzed and the overall master-staffing
plan must be reviewed. Each supervisor should work with her head nurses
to determine the staff requirements for each unit. They should consider
such factors as: i) assurance of standards according to the philosophy and
objectives of the hospital and the nursing department, ii) Past experiences
of the unit, iii) Anticipated needs of the unit, and iv) Percentage of unit
occupancy.
Consideration should be given to any new activities that will occur within
a unit or have some bearing on the overall department, such as new
services for patient care, changes in in-service educational progrmme or
changes in other hospital departments that affect the nursing services
required.

The next step in the preparation of the budget is to ascertain the amount
and kind of supplies needed for the operation of each nursing unit or those,
which are for total departmental use. A review of last fiscal year’s
expenses provides data for planning.
As each supervisor or head nurse completes the preparation of the
proposed budget, she meets with the nursing budget committee to make a
formal presentation of her unit financial request. The purpose of the
session is to review the operating and capital expenditures and allow for
an explanation and justification of unit requests.
The unit budgets are approved as recommended or revision may be
requested by the committee. Once the unit budgets are reviewed, classified
and summarized, the next step is to examine the departmental nursing
budget appropriation and the actual expenditures for the current year,
using information furnished by the accounting department in conjunction
with the statistical data.
5.4. Budget Presentation
The nurse director compiles and completes the final draft of the nursing
service budget. She should carefully reflect on how she will present the
budget to the controller, budget officer or hospital administrator.
Presentation of the proposed budget affords her an opportunity to outline
future nursing service plans for the department anal the hospital, to define
goals and to set for the ideas for achieving the desired results. It also
allows her to review her department’s achievements and appraise them
with some degree of perspective. A carefully planned budget presentation
will reflect favorably upon the administration.
A fundamental principle to keep in mind when selecting statistical data to
include in the proposed budget is that the presentation should enlighten,
not confuse. Data that are meaningful and depict the nursing function
should be chosen. After the nurse director selects the statistics she believes
most pertinent, she must decide on the method of putting them forward.
She must be able to high light important information with a minimum of
detail. Simplicity is essential and time does not permit the study of many
details. The details should be available, in case question is asked, that calls
for further enlightenment.
Budget Review
After the departmental budget has been reviewed and revised as needed, it
becomes a part of the overall hospital-prepared plan. The hospital board of
directors reviews the hospital budget and either approves it or suggests
areas for revision. If any major changes are made in a departmental budget

by either the hospital administrator or the budget-controlling group, the
director should be informed before the budget is finally acted upon. Once
the hospital budget has been approved, it be comes the formal tool for
measuring the progress of each department director toward goals during
the fiscal year.
Budget Control
Once the department director receives her approved budget, a plan of
action is necessary for review and control during the fiscal year. Effective
implementation requires that she get timely and meaningful operating
reports. These reports should contain sufficient detail and explanation of
budget variances so budget variances so that they can be used to evaluate
the action required to correct the variances. Accurate monthly budget
reports should make the department director cost and budget conscious
and give her a sense of responsibility for the financial success of her
department.
Budget development is only one of the major steps toward effective
financial management in the nursing department. The nurse director has
the obligation to organize the department so that she can operate
efficiently and effectively within the budget throughout the year. The
ultimate test is the evaluation of budgetary performances.
The nursing staff also has a responsibility to the patient and to the
community to manage funds and resources well. Good budget
administration is achieved only when the staff members feel that whatever
can be done without a budget can be done much better with one.
" 5.5. Exercise
A. Comment the following statements either ‘True’ or ‘False’ in
the space provided
a. Nursing department in the hospital is not involved with financial
management.
b. Budget preparation for nursing department does require any effort
and concentration.
c. A budget is a plan for the allocation of resources and a control for
ensuring that results comply with the plans.
d. Budget fixes accountability by assignment of responsibility and
authority.
e. Unnecessary waste of resources increase through budget process.

5.5.2. Fill in blanks
a. Responsible personnel at all levels of management must ________
in budget development.
b. Budgets must be ________ enough to allow for unpredictable
expenditures.
c. The operating budget includes the accumulated estimates of
operating revenues and ________ for a specific period of time.
d. Adequate cash must be available for ________ expenditance
budget.
e. The effective implementation of budget requires timely and
meaningful ________.
1. What do you mean by financial management and budget?
2. Classify budget and enumerate the prerequisites to budgeting.
3. Enlist the advantages of budgeting.
4. Discuss how will you prepare a budget for your department?
Briefly discuss the advantages and procedure of budget
presentation.
5. What is budget review? Explain how will you control your budget
as department director?

Unit 3: Ward Management
Lesson 1: Ward Management and Role of In-charge
Nurse
ƒ what is a ward
ƒ what is management
ƒ what is ward management
ƒ components of ward management
ƒ role of in-charge nurse.
1.2. Introduction
Before going inside, we first like to describe the main frame of our
discussion. First, what is ward? A Hospital ward– is a block (or area)
forming a division of a hospital (or a suite of rooms) shared by patients
who need a similar kind of care. It might be a large room, or combining
couples of rooms, or assimilation of some coups under single management
(in general). Next, management. Management can be defined in many
ways. In shortest, Management– is things done by others. In specific, the
successful organization and implementation of overall care plan by
nursing department as per set rules and expected outcomes. So, the
process of administration enters into these wards.
In-charge– is s/he, who shoulders these responsibilities of a ward. An In-
charge is responsible for managing ward under her/his custody as a whole.
For this, s/he should follow the norms and manners stated below.
1.3. Goal of Ward Management
1. To provide highest quality nursing care for patient.
2. To provide a clean, well ventilated environment for patient and protect
her/him from infection, accidents and hazards.
3. To help the staff in achieving highest degree of job satisfaction.
4. To provide facilities to meet the needs of patient and their attendants.
1.4. Components of Ward Managements
Some important components of ward management are-

Ward Management
1. Patient care;
2. Personnel Management;
3. Ensure supply and equipment;
4. Environment Cleanliness; and
5. Follow of policies and procedures.
1.4.1. Patient Care
This includes all activities necessary to provide nursing care are-
1. Concerned with comfort and well being of every patient.
2. Assessment of patients need and planning or care.
3. Concerned with carrying out of medical treatment. Such as, helping
physician in carrying out procedures, preparing equipment for
assisting physician with diagnostic tests, therapeutic measures, giving
medicine and carrying out treatment. Observing patient for any
untoward reaction following treatment and making necessary measures
to combat them.
4. Concerned with education of staff nurses incidental and planned,
concerned with patient and relatives about maintaining and improving
her/his health and to carry out her/his treatment when s/he goes home.
1.4.2. Personnel Care
Assignment of personnel for patient care, In-Charge can be given
assignment according to patient or it can be functional assignment. It is
responsibility of sister (nurse) to take ward round. Ward round is a tool of
supervision, evaluation and teaching. Ward round is of different types.
a. Doctor round
b. Nursing superintendent round
c. In-charge or Nursing supervisor round
A. Doctor Round
Two essential person in the ward round are doctor and nursing sister. It
should not be feel by ward sister that she/he is inferior to a doctor when
s/he comes to her ward as her function is that of coordinating team which
functions for the benefit of patients.
Preparations for Round
ƒ Ward should be clean and tidy.

ƒ There should not be too many relatives within the ward.
ƒ Patient’s treatment charts should be up to date and all relevant
information should be available.
ƒ Have all patients in bed before round.
ƒ Diagnostic tray should be ready for use.
ƒ Do not conduct round during lunch time/visiting hours.
Conducting Round
ƒ Instruct the staff nurse to stay on patients left side to help in patient's
examination.
ƒ Remember the patients record and informed it to the doctor and report
any observation to doctor.
ƒ Keep record orders/get them written by doctors.
After the Ward Round
ƒ Instruct staff nurses to carry out orders; and
ƒ Observe patient carefully.
B. Nursing Superintendent Round
Role of matron as a confident adviser. She must visit patients regularly
and take provide necessary guidance to nurses.
C. Nursing Supervisor Round
Ward sister should also take round with staff nurses. She observes patient
who is critically ill and requires skilled attention, to attend supervisor
normal routine of ward. To check poison cupboard. To have an idea of
present stock of medicine and also equipment and to note the standard of
work.
1.4.3. Domestic Management
Sanitation and provision of therapeutic environment includes-
1. Temperature regulation.
2. Proper light.
3. Elimination of unpleasant odours.
4. Safe water supply.
5. Safe disposal of excreta.

Ward Management
6. Dust control.
7. Free from insects and pest.
8. Protect patients from mechanical, thermal, chemical and
bacteriological injury.
9. Protection from radiation.
10. Provide adequate privacy.
11. Control of visitors.
12. Prevention of infection.
Actions for ward management
ƒ Evaluate nursing needs of patient and skill of person.
ƒ Prepare monthly, weekly and daily time table for staff nurses.
ƒ Give teaching and guidance to juniors.
ƒ Develop good human relations.
ƒ Evaluate personnel.
ƒ Maintain inventories, requesting for supplies and services.
ƒ Assign tasks to nurses.
ƒ Coordinate with other departments for effective patient care.
ƒ Gain co-operation from subordinates and supervisors.
ƒ Delegate responsibility for patient care.
Role of In-Charge Nurse
In the health care delivery systems where the health status of the client is
considered stable, implementation of the plan of care may be carried out
by the in-charge nurse in the capacity of a "nurse-in-charge" as long as the
following criteria are met:
1. The time period for such assigned "nurse-in-charge" responsibilities is
limited to a specific tour of duty which shall not exceed the usual 8-12
hours within any 24-hour time frame;
2. Implementation of the "nurse-in-charge" role is limited to a
geographically-defined unit or clinical area within an institutional
setting in a specified program or service area, such as, OT in-charge or
labor-room in-charge; and
3. Implementation of the "nurse-in-charge" role is limited to the care of
clients, as per assigned protocol, not by previewed or expected
outcome.

Monitoring
An in-charge is always a supervisor. Monitoring is her/his prime duty
allover the time as defined by the Board/Council. Supervisors are first
leader-level nurses, who are appropriately qualified and experienced and
have received some preparation for the role. Supervisors can also be other,
except in-charge nurse, who have sufficient training and experience in
supervisory skills. They also to be supervised.
" 1.5. Exercise
1. What is a ward?
a) A block
b) A building
c) A room
d) A village.
2. Management is
a) Things done by self
b) Things done by deputations
c) Things done by others
d) Things done by the boss.
3. The number of goals of ward management is
a) Three
b) Four
c) Two
d) One.
1. What are the actions to be taken for ward management?
2. What are the roles of a in-charge nurses?
3. What is round? Describe its types.

Ward Management
Lesson 2: Supervision, Guidance, Decision-
Making and Delegation
ƒ learn supervision in a ward
ƒ steps of clinical supervision
ƒ learn what is guidance
ƒ understand decision making process and
ƒ learn delegation and its guidelines.
2.2. Introduction
"A license” to practice nursing is required for implementing any treatment
and care assigned by the doctor, or in emergency, introduced by self in
ethically sound knowledge- is likely to be the internationally accepted
duty of a senior nurse.
This includes five criteria at least in order for a nursing function to be
appropriately delegated by a licensed-nurse, such as:
1. Frequently recur in the daily care of a client;
2. Performance according to an established sequence of steps;
3. Involving little or no modification from the superior’s order or
prescription;
4. Preferable services for a predictable outcome (care and cure); and
5. Involvement in ongoing assessments, interpretations, or decision-
making which cannot be logically separated from the procedure itself.
2.3. Supervision
There are several interpretations of the term "supervision", but typically
supervision is the activity carried out by supervisors to oversee the
productivity and progress of employees who report directly to the
supervisors. For example, first-level supervisors supervise entry-level
employees; depending on the size of the organization, middle-managers
supervise first-level supervisors, chief executives supervise middle-
managers, etc. Supervision is a management activity and supervisors have
a management role in the organization.

"Leadership" and "supervision" both activities are closely related.
Supervision requires leadership. Leadership does not necessarily have to
involve supervision.
In medical practices, the ward supervision means continuous process of
monitoring and weighing the quality of clinical care as well as
environmental issues those are prescribed and given to ensure of expected
outcome of services. Practically, it is judging the Terms of References or
Job Description of the stuffs.
2.4. Clinical Supervision in Practice
Many kind of supervisions are there with many tools. Harker (year)
suggests that there are following ways that supervision sessions can be
organized:
Peer supervision, either on a one-to-one basis or within a small group
setting. The obvious advantage is that the universal identification provided
by peer supervision provides a sound platform from which to launch
supervised sessions. The team leader or manager’s role in peer supervision
is purely as a monitoring exercise. They would not be included in the
actual supervision session.
Team supervision, which involves focusing on the team objectives as
opposed to individual work. Usually facilitated by one identified
supervisor.
Shadow supervision, One nurse, possibly a newly appointed nurse
undertaking an induction program, is attached as a shadow to an
experienced nurse, to learn by observation.
Managerial or tutorial supervision, The team leader supervises an
individual nurse formally and privately.
Pair supervision, which involves two nurses being supervised by their
team leader or manager.
Live supervision, Supervision can also be carried out in vivo, during the
actual nurse/patient meeting, after which it is discussed between
supervisors and supervises. The supervisor is able to obtain a clearer view
of the process occurring between the supervises and the patient.
All supervision should be continuously evaluated for effectiveness. For
these types and processes of supervision to be effective, there must be
mutual trust and respect between supervisor and supervisee. Supervision
should cover the following four principal areas in hospital:

Ward Management
ƒ Clinical work;
ƒ Professional standards;
ƒ Personal growth and development; and
ƒ Evaluation of work performance.
Wolsey 1994 identifies the following as the basic skills required in
supervision:
1. Exploration;
2. New understanding; and
3. Skills development action.
In-charge’s supervision on its own will possible over-emphasizes
standards at the expense of support. As s/he is also a manager, s/he has a
disciplinary role, which may influence the supervisee’s willingness to
share aspects of them. This type of supervision can ensure standards are
maintained and developed. Peer supervision may have a tendency to over-
emphasize support. Peers may scheme is not challenging each other, and
may have little to offer in terms of skills development and ensuring
clinical standards are met.
Guidance
Written instructions with pre-defined criteria are given to all employees
for safe, good, continuous and successful nursing care-it is known as
guidance. Memory and verbal reporting should not be relied upon. Written
reports are the preferred means of communicating and recording nursing
activity for the purpose of-
1. Maintaining an up-to-date profile of patient progress in all its
dimensions;
2. Recording certain specific physical observations which may be of a
life/death character, for example, a fall or rise in pulse rate; and
3. Giving specific instructions in relation to patient care and
investigations.
Decision-Making
Despite the vital contribution of nurses to health care, many fundamental
questions about nursing care remain to be addressed. These include
describing nursing health care interventions, understanding the concepts of
health and illness, used in nursing assessments, and identifying the
outcomes of nursing care and also nursing Decision-Making.

Decision making or judgment in nursing is a total process that indicates a
professional’s efficiency, promptness and action. Interpretation of risk and
judgment what decisions do the nurses make; does it make any
sense…these are the main points for decision making.
Therapeutic relationship with the patient links nursing care across
different areas of practice. In addition, nurses are recognized as the 'glue'
that ensures the health care system coheres, reflected in coordination and
monitoring functions- as a whole, it reflects as decision making.
2.5. Two-Step Process for Decision-Making
Step 1
Is the new procedure reasonable, appropriate and consistent with the
current professional practice of nursing? The decision to add a new
procedure to nurses’ responsibilities is not made by the individual nurse.
Rather, it is a decision made in collaboration with nursing
management/leadership and it requires administrative support for
implementation. Using an approved agency process, nurses must
determine.
1. The risks and/or possible complications and benefits to the client of
performing the new procedure, and the consequences of not
performing the new procedure:
1.1. The presence or absence of required clinical supports to intervene
and manage potential risks (includes human, technical and other
resources);
2. The appropriateness of performing the new procedure in the particular
setting for the specific client or group of clients:
2.1. The overall care requirements (nature of the technical
requirements, nature and extent of nursing and medical
involvement required),
2.2. Current literature on the topic that supports the integration of the
new procedure in like practice settings, and
2.3. Peers, other professionals, the professional nurses association are
consulted as necessary;
3. The opportunity to acquire the knowledge and skill to safely perform
the procedure, including the management of potential complications:
3.1. The level of underlying knowledge required or the ability for the
nurse to expand on current knowledge base to perform the new
procedure,
3.2. The opportunity to incorporate the new procedure in the core
nursing competencies required in the practice setting; and

Ward Management
3.3. The frequency at which the procedure will be required in the
practice setting (constant, sporadic, seldom) and the opportunity
to maintain competence.
Step 2
If the procedure is determined to be appropriate, reasonable and
consistent with current professional practice, proceed to implementation.
Criteria for Implementation
1. There must be a written employer policy identifying the newly
introduced procedure, including conditions and/or restrictions on
implementation.
2. There must be an educational program of theory and clinical practice
to allow the nurse to attain competence in performing the new
procedure. Theory may include classroom instruction, self learning
modules for independent study (must include clearly defined
instructional objectives, learning activities and resources), one-on-one
instruction, or a combination of the above.
4. There must be some form of competency assessment at the completion
of the educational program. Competency assessment may include
demonstration, observation and return demonstration, clinical
experience under supervision, a written test, or a combination of the
above. Agencies must determine what is reasonable with respect to
initial competence assessment.
5. Agencies must determine what is reasonable with respect to
maintenance of competence. Continued competence is evaluated as
part of an annual performance appraisal.
6. The agency ensures appropriate resources are available during
implementation, as nurses gain experience and develop competence in
the new procedure. The agency ensures that there are mechanisms for
reviewing and recording the achievement and maintenance of
competence.
PART 2: TWO-STEP PROCESS FOR DECISION-MAKING
2.6. Guidelines for Delegation and Supervision
1. The registered nurse or midwife must determine the level of skill and
knowledge required to ensure the safety, comfort, and the security of
the client prior to delegating care. This determination must be based on
an accurate health assessment of the person including consideration of
the complexity of the care required rather than the tasks to be
performed.
2. The delegation of nursing and midwifery care occurs between
registered nurses and midwives. The registered nurse and/or midwife
may also delegate aspects of care, within a healthcare setting, to other
healthcare workers.

3. The employer must ensure that there are clear role descriptions for
other healthcare workers, supervision/delegation policies and
communication systems to support the registered nurse and midwife in
their role.
4. It is the registered nurse and midwife’s responsibility to provide direct
or indirect supervision according to the nature of the delegated tasks.
The registered nurse or midwife should understand the role and
function of the enrolled nurse as well as the role and function of other
healthcare workers to ensure that they are not required to function
beyond the limits of their education, competence, experience and
lawful authority.
5. Registered, enrolled nurses, of midwives and other healthcare workers
should only undertake activities for which they have legal authority
and the competence to perform. The registered nurse and midwife
retain accountability for evaluating whether the person carrying out the
delegated activities maintains the relevant standards and outcomes.
The person performing the delegated activity is accountable for his or
her own actions and to the registered nurse or midwife.
6. Registered, enrolled nurses and midwives should maintain current
knowledge and awareness of the appropriate legislation and bylaws
relating to delegation and supervision in their practice. Nursing and
midwifery regulatory authorities’ policies and position statements
reflecting the relevant legislative requirements may be an additional
resource for nurses and midwives delegating care.
2.7. Delegation and Supervision
Within these guidelines the terms delegation and supervision are used as
follows. In the nursing and midwifery context, delegation is the conferring
of an authority to-
1. Perform activities of care for a patient/client on an individual.
2. Supervision incorporates the elements of direction, guidance, oversight
and co-ordination of activities.
3. Supervision may be direct or indirect.
ƒ Direct supervision is provided when the nurse or midwife is actually
present, observes works with and directs the person who is being
supervised.
ƒ Indirect supervision is provided when the registered nurse or midwife
is easily contactable but does not directly observe the activities.

Ward Management
" 2.8. Exercise
1. Supervision and leadership are always
a) Synonymous
b) Supportive
c) Antonymous
d) Segmental.
2. Shadow supervision done with
a) Old nurse
b) New nurse
c) Midwife
d) None of the above.
3. Guidance is a pre-defined criteria in
a) Verbal
b) Written
c) Nome of the above
d) Both of the above.
1. What is delegation? Why it is important for management?
2. Enumerate the guidelines for supervision.
3. How do you proceed for decision making?

Lesson 3: Record Keeping in the Wards and Report
Analysis
ƒ understand that why record keeping is essential
ƒ document of record keeping and
ƒ plan for record keeping.
3.2. Introduction
Accurate record keeping and careful documentation is an essential part of
nursing practice. The Nursing Council state that good record keeping
helps to protect the welfare of patients and institution’ – which of course
is a fundamental aim for nurses everywhere.
The concept and ideology of record keeping are-
1. Better information maintain
a. Automatic form and report creation
b. Avoid drudgery of repetitive typing
c. Eliminate Writing and problems of poor handwriting
2. More Efficiency
a. Eliminates paperwork and the need for getting a range of
letterheads and stationery
3. Speedy analysis of data.
3.3. Documentation and Record Keeping
Quality record keeping helps providing skilled and safe care wherever you
are working. Registered nurses have a legal and professional duty of care
according to the nursing and midwifery council guidelines, so your record
keeping and documentation should demonstrate:
ƒ A full description of your assessment and the care planned and given.
ƒ Relevant information about your patient or client at any given time and
what you did in response to their needs.
ƒ You have understood and fulfilled your duty of care, which you have
taken all reasonable steps to care for the patient.

Ward Management
ƒ Your actions or things you failed to do have not compromised their
safety in any way.
ƒ A record of any arrangement you have made for the continuing care of
a patient or client.
Investigations about care will look at and use the patient/client documents
and records as evidence, so high quality record keeping is essential. Health
Service Chief (civil surgeon) or any court may investigate the complaint,
so it makes sense to get the records right. A court of law will tend to
assume that if care has not been recorded then it has not been given.
Documentation
You will see lots of different charts, forms and documentation. Every
hospital, care home and community nursing service will have the same
basic ones, but with small variations that work best locally. The common
documents that you will use include some of the following.
The purposes of the clinical record
ƒ To act as a working document for day-to-day recording of patient care
ƒ To store a chronological account of the patient’s life, illnesses, its
context and who did what and to what effect
ƒ To enable the clinician to communicate with him or herself
ƒ To aid communication between team members
ƒ To allow continuity of approach in a continuing illness,
ƒ To record any special factors that appear to affect the patient or the
patient’s response to treatment
ƒ To record any factors that might render the patient more vulnerable to
an adverse reaction to management treatment
ƒ To record risk assessments to protect the patient and others
ƒ To record the advice given to general practitioners, other clinicians
and other agencies
ƒ To record the information received from others, including careers
ƒ To store a record to which the patient may have access
ƒ To inform medico-legal investigations
ƒ To inform clinical audit, governance and accreditation
ƒ To inform bodies handling complaints and inquiries
ƒ To inform research
ƒ To inform analyses of clinical activity, and
ƒ To allow contributions to national datasets, morbidity registers, etc.

Nursing Assessment Sheet
The nursing assessment sheet contains the patient’s biographical details
(e.g. name, age etc.), the reason for admission, the nursing needs and
problems identified for the care plan, medication, allergies and medical
history.
3.4. Nursing Care Plan
The documents of the care plan will have space for:
ƒ Patient needs and problems.
ƒ Sometimes, nursing diagnoses will be documented but these are not
used as frequently as in Western countries.
ƒ Planning to set care priorities and goals. Goal-setting should follow the
SMART system, i.e. the goal will be specific, measurable, achievable,
realistic, and time-bound. For example, a SMART goal would be that
‘Mr Mojid will be able to drink 1.5 L of fluid by 22.00 hours’. Some
goals, such as reducing anxiety, are not easily measured and it is usual
to ask patients to describe how they feel about a problem that was
causing anxiety.
SMART:
1. Specific
2. Measurable
3. Achievable
4. Realistic
5. Time bound
ƒ The care/nursing interventions needed to achieve the goals.
ƒ An evaluation of progress and the review date. This might include
evaluation notes, continuation sheets and discharge plans. In some care
areas you might record progress using a Kardex system along with the
care plan.
Reassessing patient needs and changing the care plan as needed. The
basic chart is used to record temperature, pulse, respiration and possibly
blood pressure. Sometimes the patient’s blood pressure is recorded on a
separate chart. Basic charts may also have space to record urinalysis,
weight, bowel action and the 24-hour totals for fluid intake and output.
More complex charts, such as neurological observation charts, are used for
recording vital signs plus other specific observations, which include the
Glasgow Coma Scale Score for level of consciousness, pupil size and
reaction to light, and limb movement.
Urine flow
Weight
Bowel
Fluid-intake
Output
3.5. Fluid Balance Chart
This is often called a ‘fluid intake and output chart’ or sometimes just
‘fluid chart’. It is used to record all fluid intake and fluid output over a 24-
hour period. The amounts may be totalled and the balance calculated at
24.00 hours (midnight), or at 06.00 or 08.00 hours. Sometimes the
amounts are totalled twice in every 24 hours (i.e. every 12 hours). Fluid
intake includes oral, nasogastric, via a gastrostomy feeding tube, and

Ward Management
infusions given intravenously, subcutaneously and rectally. Fluid output
from urine, vomit, and aspirate from a nasogastric tube, diarrhoea, fluid
from a stoma or wound drain are all recorded.
Medicine/Drug Chart
It is important for a senior-nurse to become familiar with the medicine/
drug-related documents used in your area of practice. A basic medication
record will contain the patient’s biographical information, weight, history
of allergies and previous adverse drug reactions. There will be separate
areas on the chart for different types of drug orders. These include:
ƒ drugs to be given once only at a specified time, such as a sedative
before an invasive procedure,
ƒ drugs to be given immediately as a single dose and only once, such as
adrenalin (epinephrine) in an emergency,
ƒ drugs to be given when required, such as laxatives or analgesics (pain
killers), and
ƒ drugs given regularly, such as a 7-day course of an antibiotic or a drug
taken for longer periods (e.g. a diuretic or a drug to prevent seizures).
All drugs, except a very few, are ordered using the British Approved
Name, and the prescription will include the dose, route, frequency (with
times), start date and sometimes a finish date. There is space for the
signature of the nurse giving the drug and, in some cases, the witness. It is
vital to record when you give a drug. This is done at the time so that all
staff know that it has been given, and do not repeat the dose. Likewise, if
you cannot give the drug for some reason (e.g. patient is in another
department or their physical condition contraindicates giving the drug),
make sure that this fact is recorded on the medicine/ drug chart and the
doctor is informed if necessary. Remember that in some situations you
will need to record in the nursing notes when you give patients a drug (e.g.
if you give analgesic drugs (pain killers)).
Informed Consent
Responsibility for making sure that the person or the parents of a child
have all the information needed for them to give informed written consent
rests with the health practitioner (usually a doctor or nurse) who is
undertaking the procedure or operation. This information will include:
ƒ information about the procedure/operation
ƒ the benefits and likely results
ƒ the risks of the procedure/operation

ƒ the other treatments that could be used
ƒ the patient/parent can consult another health practitioner and
ƒ the patient/parent can change their mind.
Young people can sign the consent form once they reach the age of 16
years and/or have the mental capacity to understand fully all that is
involved. If the young person cannot sign the form, the parent or legal
guardian may sign it. If an adult lacks the mental capacity, either
temporarily or permanently, to give or deny consent, no person has the
right to give approval for a course of action. However, treatment may be
given if it is considered to be in the person’s best interests, as long as an
explicit (clear) refusal to such action has not been made by the person in
advance. Doctors do most invasive procedures and operations, but nurses
in Bangladesh are extending their practice to include many procedures that
were previously done by doctors. You may work with nurses who do
procedures such as endoscopic examinations, so it is becoming more
common for nurses to obtain informed consent. The patient or parent and
the healthcare practitioner both sign the consent form.
When your patients are due to have any invasive procedure, always check
their level of understanding before it is scheduled to happen. If you are not
sure about answering a question, ask the healthcare practitioner who is
doing the procedure to see the patient and explain again. It is essential that
the consent form is signed before the patient is given sedative or other
premedication drugs.
Practical ways of improving recordkeeping
ƒ Personally sign all typed letters and entries on the case record
ƒ Sign and write name in block capitals for clear identification of
handwritten entries
ƒ Date and time all case record entries
ƒ Give as much thought to case record entries as to dictated letters
ƒ Be thorough but concise include periodic summaries in the records of
patients in long term contact with services and
ƒ Be mindful that the quality of the case record will be assumed to
reflect the quality of the care received.
3.6. Incident/Accident Form
Any non-routine incident or accident involving a patient/client, relative,
visitor or member of staff must be recorded by the nurse who witnesses
(sees) the incident or finds the patient/client after the incident happened.

Ward Management
Incidents include falls, drug errors, a visitor fainting or a patient attacking
a member of staff in any way. An incident/accident form should be
completed as soon as possible after the event. Careful documentation of
incidents is important for clinical governance (continuous quality
improvement, learning from mistakes and managing risk, etc.) and in case
of a complaint or legal action.
The following points provide you with some guidance:
ƒ be concise, accurate and objective
ƒ record what you saw and describe the care you gave, who else was
involved and the person’s condition
ƒ do not try to guess or explain what happened (e.g. you should record
that side rails were not in place, but you should not write that this was
the reason the patient fell out of bed)
ƒ record the actions taken by other nurses and doctors at the time
ƒ do not blame individuals in the report and
ƒ always record the full facts.
Guidelines for documentation and record keeping is the basic for good
practice of documentation and record keeping apply equally to written
records and to computerheld records. The Nursing Council said that
patient and client records should:
ƒ be based on fact, correct and consistent
ƒ be written as soon as possible after an event has happened to provide
current (up-to-date) information about the care and condition of the
patient or client
ƒ ‘be written clearly and in such a way that the text cannot be erased’
(rubbed out or obliterated)
ƒ be written in such a way that any alterations or additions are dated,
timed and signed, so that the original entry is still clear
ƒ ‘not include abbreviations, jargon, meaningless phrases, irrelevant
speculation and offensive subjective statements.
The nursing council goes on to say that records should:
ƒ be written, wherever possible, with the involvement of the patient,
client or their career
ƒ be written in terms that the patient or client can understand
ƒ be consecutive (uninterrupted)

ƒ identify problems that have arisen and the action taken to rectify and
ƒ provide clear evidence of the care planned, the decisions made, the
care delivered and the information shared.
" 3.7. Exercise
1. Ideology of record keeping is NOT
a) Avoid repeatation
b) Avoid negligency
c) Slow data speed
d) Avoid law-suite.
2. SMART not includes
a) Specific
b) Time-bound
c) Achievable
d) Meaningful.
3. Document and record keeping is
a) Same
b) Different
c) Equal
d) None of the above
1. What is consent? Describe brief description of incants.
2. What is accident/incident from? Define.
3. Describe a mechanize/drug chart.

Ward Management
Lesson 4: Trends and Issues in Nursing
Management
ƒ how research can explore issues and data
ƒ how to address the issues.
4.2. Do Research to Find Issues (Hypothetical)
Finding issues in a difficult job. Most of the issues are coming out by
commencing a baseline research. There are other objectives too, such as:
1. To identify major issues and resources for ward management;
2. To provide information about the nomenclature used to describe the
nurses and their work settings;
3. To assess the accuracy, timeliness, and adequacy of data;
4. To identify types of data needed to guide workforce planning and
policy making;
5. To recommend ways to improve human resources as well as
supply/demand data for ward management; and
6. To make recommendations.
4.3. Issues
Either from research or from careful investigation you can find issue those
can be addressed as follows:
1. Inconsistent estimates of shortages;
2. Lack of agreement about dynamics of shortages;
3. Lack of comparability of workforce data among major national and
state data sources; about specific types of workers and work settings;
4. Lack of information specifically about certified workers;
5. Lack of local and regional supply/demand information;
6. Infrequency of reporting and time-lags between reporting and
availability of data and public access to data; and
7. Lengthy data collection and verification processes.

4.4. Issue Identification
Local policymakers, employers and professional associations, training
programs, current and future workers, labor unions, consumers, and others
have different needs for different purposes. These needs fall into five
major categories:
1. Information to improve recruitment and retention of students in
nursing training programs and career ladder programs.
2. Information to improve recruitment and retention of midwives and
senior staff nurses (SSNs) as direct care workers in nursing facilities.
3. Information to improve understanding of the current and projected
supply of and demand for this workforce and the relationship to
quality of care, access to appropriate levels of care, reimbursement
for care, utilization of care, and costs of care.
4. Information to improve existing databases, specifically best practice.
5. Information from registries across the country.
4.5. Conclusions (Hypothetical)
1. This study has provided an opportunity for a preliminary analysis of
data available and the demand for senior staff nurses and Midwives
in nursing facilities and ways to improve these data for workforce
planning and policymaking.
2. The findings of the study provide evidence that there are problems
with available data on the demand for senior staff nurses and
Midwives in the country. The problems are with the timeliness,
accuracy, and adequacy of data to meet multiple needs of multiple
users.
3. These problems are serious because they result in apparent major
discrepancies in estimates of current and projected shortages of long-
term workers, specifically of senior staff nurses as well as in a lack
of information about both current and future demand for both senior
staff nurses and Midwives. Without better data, workforce planning
for nursing facilities in Bangladesh will be difficult.
4. Long-term care is a looming crisis in Bangladesh. One of the things
needed to address this crisis is better workforce data. Another thing
is a common language to understand the data-which groups of
workers and which work settings are addressed by different data
sources, data sets, documents, reports, and what are the implications
of the data for planners and policymakers.
5. The long-term care workforce has a direct relationship to the quality
of care delivered, access to appropriate levels of care, and costs of

Ward Management
care. Collaborative and strategic efforts are required in Bangladesh
to identify and prioritize data needs of users. To clarify specific
purposes of any additional data reporting and collection efforts, as
well as to assess the costs of gathering additional data and its
usefulness and limitations for workforce planning.
Focus of the Study, Findings and Issue Selection
These state fieldwork studies are part of a larger national study being
conducted by the Bangladesh Open University (Hypothetical) of Gazipur.
This study is reviewing trends in the care paraprofessional workforce in
the 1990s across the country, strengths and limitations of data on nurse
aides and senior staff nurses ways that workforce data might be improved
for planning and policy-making purposes, and future prospects for the
long-term care.
What is Long-Term Care?
Long-term care encompasses a wide array of services. These services are
provided at home, in group and assisted living settings in the community
and in health care facilities for people of all ages who have chronic health
problems and functional limitations. In Bangladesh in 1998, through
Health and Population Sector Programme (HPSP) there were more than 7
long-term care programs and related services administered by different
agencies.
The types of services provided include personal care, health care and
social services. The level of care or support provided varies from limited
help with daily activities for a person who is living alone at home to care
in a skilled nursing facility for a person who is recovering from a serious
stroke.
4.6. Who Makes Up the Long-Term Care
The workforce providing long-term care services is nearly as diverse as
the services and settings for care. This workforce includes formal, or paid
caregivers and informal or unpaid caregivers, most often, family members,
friends, or volunteers. Physicians, pharmacists, dentists, nurses,
physician’s assistants, social workers, psychologists, rehabilitation
therapists, physical and occupational therapists, recreation therapists,
acupuncturists, massage therapists, nurse aides, home health aides,
personal care attendants, and others make up the formal long-term care
workforce.
Direct caregivers, workers who provide most of the hands on, day-to-day
care, in nursing include Senior Staff Nurses (SSNs), licensed vocational
nurses (Midwives), and certified home health aides Maids/Ayas.

Nursing Management Issues
From the above study findings we can realize how issues can be explored
by search or research from any field. If we consider our outlook in the
field of nursing, what can be seen? Ask this to yourself and explore this
issue.
" 4.7. Exercise
1. What might be the source of finding issue?
a) Research
b) Careful observation
c) Record analysis
d) All of the above.
2. What is NOT an issue for management?
a) Poverty
b) Shortage of supply
c) Uncategorized demand
d) Professional evaluation system.
3. How many long-term care identified for Bangladesh?
a) Eight
b) Nine
c) Ten
d) Seven.
1. How do you do a research to identify issues of management?
2. Who makes up long-term care?
3. How do you draw calculation for a hypothetical research?

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