STAFFING an ongoing process in order to meet demand and
provide an adequate supply of nurses at any given time.
Staffing is the process of determining and providing the
acceptable number and mix of nursing personnel to
produce a desired level of care to meet the patients’
demand.
Purpose
The purpose of all staffing activities is to provide each
nursing unit with an appropriate and an acceptable
number of workers in each category to perform the
nursing tasks required. Too few or an improper mixture
of nursing personnel will adversely affect the quality and
quantity of work performed. Such a situation can lead to
high rates of absenteeism and staffs turnover resulting in
low morale and dissatisfaction
Factors Affecting Staffing
1. Type, philosophy, objectives of the hospital and the
nursing service.
2. The population served, or kind of patients served.
3. The number of patients and severity of their illness.
4. Availability and characteristics of the nursing staff.
5. Administrative policies such as rotation, weekends, and
holiday off-duties.
6. Standards of care desired.
7. The layout of various nursing units and resources
available within the department.
8. Budget
9. Professional activities and priorities in nonpatient
activities.
10. Teaching program or the extent of staff involvement in
teaching activities.
11. Expected hours of work per annum of each employee.
12. Patterns of work schedule.
Planning for Staffing and Acting to Resolve Current
Nursing Shortage
Planning is a major leadership role in staffing and is
often a neglected part of the staffing process. Because
the success of many staffing decisions greatly depends
on previous decisions made in planning and organizing
phases, one must consider staffing when making other
plans.
Consideration must be given to the type of patient care
management used, the education and knowledge level
of the staff to be recruited, budget constraints, the
historical background of staffing needs and availability,
and the diversity of the patient population to be served
STAFFING PROCESS
Recruiting and Selecting Staff
Recruiting
Recruitment is the process of actively seeking out or
attracting applicants for existing positions. It should be
The nurse manager may be greatly or minimally involved
in recruiting, interviewing, and selecting personnel
depending on (a) the size of the institution, (b) the
existence of a separate personnel department, (c) the
presence of a nurse recruiter within the organization,
and (d) the use of centralized or decentralized nursing
department.
Interviewing
An interview may be defined as a verbal interaction
between individuals for a particular purpose. Although
other tools such as testing or reference checks may be
used, the interview is frequently accepted as the
foundation for hiring.
The purpose or goals of te selection interview are
threefold: (a) the interviewer seeks to obtain enough
information to determine the applicant’s suitability for the
available position; (b) the applicant obtains adequate
information to make an intelligent decision about
accepting the job, should it be offered; and (c) the
interviewer seeks to conduct the interview in such a
manner that regardless of the interview’s result, the
applicant will continue to have respect for and goodwill
toward the organization
Types of Interview:
Unstructured interview – requires little planning
because the goals for hiring may be unclear, questions
are not prepared in advance, and often the interviewer
does more talking than the applicant.
Structured interview – requires greater planning time
because questions must be developed in advance that
address the specific job requirements, information must
be offered about the skills and qualities being sought,
examples of the applicant’s experience must be
achieved, and the willingness or motivation of the
applicant to do the job must be determined. The
interviewer who uses a structured format would ask the
same essential questions of all applicants.
Limitations of Interviews
The major defect of an interview is subjectivity. Most
interviewers feel confident that they can overcome this
subjectivity and view the interview as a reliable selection
tool, whereas most interviews still have an element of
subjectivity. The applicant, trying to create a favorable
impression, also may be unduly influenced by the
interviewer’s personality.
As a predictor of job performance and overall
effectiveness, the structured interview is much more
reliable than the unstructured interview.
Overcoming Interview Limitations

 Prepare for the Interview
Asselin (2006) suggests that managers should “have a
complete and clear understanding of the open position”
before the interviewing candidate. This includes
obtaining a copy of the job description and knowing the
educational and experiential requirements for the
position. The manager should also create a list of
competencies that are essential for success on the job
as well as the professional values, characteristics, and
behaviors that are most likely to ensure success in the
position.
 Use Team Approach
Having more than one person interview the job applicant
reduces individual bias. Staff involvement in hiring can
be viewed on a continuum from no involvement to a
team approach, using unit staff for hiring decisions.
 Develop A Structured Interview
Format for Each Job Classification Because each job
has different position requirements, interviews must be
structured to fit the position. The same structured
interview should be used for all employees applying for
the same job classification. The structured interview is
advantageous because it allows the interviewer to be
consistent and prevents the interview from becoming
sidetracked.
 Use Scenarios to Determine
Decision-Making Ability In addition to obtaining answers
to a particular set of questions, the interview also should
be used to determine the applicant’s decision-making
ability. This can be accomplished by designing scenarios
that require problem-solving and decision-making skills.
The same set of scenarios should be used with each
category of employee
 Conduct Multiple Interviews
Candidates should be interviewed more than once on
separate days. This prevents applicants from being
accepted or rejected merely because they were having a
good or bad day. Regardless of the number of interviews
held, the person should be interviewed until all the
interviewers’ questions have been answered and they
feel confident that they have enough information to make
the right decision.
 Provide Training in Effective Interviewing
Techniques
Training should focus on communication skills and
advice on planning, conducting, and controlling the
interview. It is unfair to expect a manager to make
appropriate hiring decisions if he or she has never had
adequate training in interview techniques. Unskilled
interviewers often allow subjective data rather than
objective data to affect their hiring evaluation. In
addition, unskilled interviewers may ask questions that
could be viewed as discriminatory or that are illegal.
Planning, Conducting and Controlling the Interview
Planning the interview in advance is vital to its
subsequent success as a selection tool. If other
interviewers are to be present, they should be available
at the appointed time. The plan also should include
adequate time for the interview. Before the interview, all
interviewers should review the application, noting
questions concerning information supplied by the
applicant. Although it takes considerable practice,
consistently using a planned sequence in the interview
format will eventually yield a relaxed and spontaneous
process.
The following is a suggested interview format:
1. Introduce yourself, and greet the applicant.
2. Make a brief statement about the organization and the
available positions.
3. Ascertain the position for which the person is applying.
4. Discuss the information on the application, and seek
clarification or amplification as necessary.
5. Discuss employee qualifications and proceed with the
structured interview format.
6. If the applicant appears qualified, discuss the
organization and the position further.
7. Explain the subsequent procedures for hiring, such as
employment physicals, and hiring date. If the applicant is
not hired at this time, discuss how and when he or she
will be notified of the interview results.
8. Terminate the interview.
The interviewer should have control of the interview and
set the tone. During the meeting, the manager should
frequently pause to allow the applicant to ask questions.
The format should always encourage ample time for
questions from the applicant.
The following are methods that help to reach the
goals of the interview:
 Ask only job-related questions.
 Use open-ended questions that require more than a
“yes” or “no” answer.
 Pause a few seconds after the applicant has seemingly
finished before asking the next question. This gives the
applicant a chance to talk further.
 Return to topics later in the interview on which the
applicant offered little information initially. • Ask only one
question at a time.
 Restate part of the applicant’s answer if you need
elaboration.
 Ask questions clearly, but do not verbally or nonverbally
indicate the correct answer. Otherwise, by watching the
interviewer’s eyes and observing other body languages,
the astute applicant may learn which answers are
desired.
 Always appear interested in what the applicant has to
say. The applicant should never be interrupted, nor
should the interviewer’s words ever imply criticism of or
impatience with the applicant.
 Language should be used that is appropriate for the
applicant. Terminology or language that makes
applicants feel the interviewer is either talking down to
them or talking over their heads is inappropriate
 A written record of all interviews should be kept. Note-
taking ensures accuracy and serves as a written record
to recall the applicant. Keep note-taking or use of a
checklist, however, to a minimum so that you do not
create an uncomfortable climate.
 Personal bias. Because completely eliminating the
Ten Tips to Boost Interview IQ
1. Practice Good Nonverbal Communication.
2. Dress for the Job or Company
3. Listen
4. Don't Talk Too Much
5. Don't Be Too Familiar
6. Use Appropriate Language
7. Don't Be Cocky
8. Take Care to Answer the Questions
9. Ask Questions
10. Don't Appear Desperate
Interviewing Tips for the Applicants
1. Prepare in advance for the interview.
2. Obtain copies of the philosophy and organization chart
of the organization to which you are applying.
3. Schedule an appointment for the interview.
4. Dress professionally and conservatively.
5. Practice responses to potential interview questions in
advance.
6. Arrive early on the day of the interview.
7. Greet the interviewer formally, and do not sit down
before he or she does unless given permission to do
so.
8. Shake the interviewer’s hand upon entering the room
and smile.
9. During the interview, sit quietly, be attentive, and take
notes only if absolutely necessary.
10. Do not chew gum, fidget, slouch, or play with your hair,
keys, or writing pen.
11. Ask appropriate questions about the organization or the
specific job for which you are applying.
12. Avoid a “what can you do for me?” approach, and focus
instead on whether your unique talents and interests
are a fit with the organization.
13. Answer interview questions as honestly and confidently
as possible.
14. Shake the interviewer’s hand at the close of the
interview, and thank him or her for his or her time
15. Send a brief, typed thank-you note to the interviewer
within 24 hours of the interview.
Interview Evaluation
Interviewers should plan post-interview time to evaluate
the applicant’s interview performance. Interview notes
should be reviewed as soon as possible and necessary
points clarified or amplified. Using a form to record the
interview evaluation is a good idea. The final question on
the interview report form is a recommendation for or
against hiring. In answering this question, two aspects
must carry the most weight:
 The requirements for the job. Regardless of how
interesting or friendly people are unless they have the
basic skills for the job, they will not be successful at
meeting the expectations of the position. Likewise, those
overqualified for a position will usually be unhappy in the
job.
personal biases inherent in the interview is impossible, it
is important for the interviewer to examine any negative
feelings that occurred during the interview. Often, the
interview discovers that the negative feelings have no
relation to the criteria necessary for success in the
position.
Selection
Selection is the process of choosing from among the
applicants the best-qualified individual or individuals for
a particular job or position. This process involves
verifying the applicant’s qualifications, checking his/her
work history, and deciding of a good match exists
between the applicant’s qualifications and the
organization’s expectations.
Educational and Credential Requirements
Consideration should be given to educational
requirements and credentials for each job category as
long as a relationship exists between these requirements
and success on the job.
Reference Checks
All applications should be examined to see if they are
complete and to ascertain that the applicant is qualified
for the position. At this point, references are requested,
and employment history is verified. According to Asselin
(2006), the manager should always be cognizant of red
flags in applications such as “unexplained gaps in
employment history or frequent changes of the employer
without acceptable explanation.” Positions should never
be offered until information on the application has been
verified, and references have been checked.
Pre-employment Testing
Pre-employment testing is used only whe n such
testing is directly related to the ability to perform a
specific job. Although testing is not a stand-alone
selection tool, it can, when coupled with excellent
interviewing and reference checking, provide additional
information about a candidate to make the best
selection.
Physical Examination as a Selection Tool
A medical examination is often a requirement for hiring.
This examination determines if the applicant can meet
the requirements for a specific job and provides a record
of the physical condition of the applicant at the time of
hiring. The physical examination also may be used to
identify applicants who will potentially have unfavorable
 attendance records or may file excessive future claims
against the organization’s health insurance.
Finalizing the Selection
The closure of the pre-employment process is as
follows:
1. Follow up with applicants as soon as possible, thanking
them for applying and informing them when they will be
notified about a decision.
2. Candidates not offered a position should be notified of
this as soon as possible. Reasons should be provided
when appropriate, and candidate should be told whether
their application will be considered for future
employment or if they should reapply.
3. Applicants offered a position should be informed in
writing of the benefits, salary, and placement. This
avoids misunderstandings later regarding what
employees think they were promised by the nurse-
recruiter or the interviewer.
4. Applicants who accept the job offers should be informed
as to pre-employment procedures such as physical
examinations and supplied with the date to report to
work.
5. Applicants who are offered positions should be
requested to confirm in writing their intention to accept
the position.
Placement
The astute leader is able to assign a new employee to a
position within his or her sphere of authority where the
employee will have a reasonable chance for success.
Nursing units and departments develop subcultures that
have their own norms, values, and methods of
accomplishing work. It is possible for one person to fit in
well with an established group, whereas another equally
qualified person would never become part of this group.
Conversely, proper placement fosters personal growth,
provides a motivating climate for the employee,
maximizes productivity, and increases the probability
that organizational goals will be met. Managers who are
able to match employee strengths to job requirements
facilitate unit functioning, accomplish organizational
goals, and meet employee needs.
Indoctrination
Indoctrination refers to the planned, guided adjustment
of an employee to the organization and the work
environment. Although the words “induction” and
“orientation” are frequently used to describe this
function, the indoctrination process includes three
separate phases: induction, orientation, and
socialization.
Indoctrination seeks to (a) establish favorable employee
attitudes toward the organization, unit, and department,
(b) provide the necessary information and education for
success in the position, and (c) instill a feeling of
belonging and acceptance.
The employee indoctrination process begins as soon as
a person has been selected for a position and continues
until the employee has been socialized to the norms and
values of the work group.
Employee Indoctrination Content
1.Organization history, mission, and philosophy
2.Organization service and service area
3.Organizational structure, including department heads,
with an explanation of the functions of the various
departments
4.Employee responsibilities to the organization
5.Organizational responsibilities to the employee
6.Payroll information, including how increases in pay are
earned and when they are given (progressive or
unionized companies publish pay scales for all
employees)
7.Rules of conduct
8.Tour of the facility and the assigned department
9.Work schedules, staffing, and scheduling policies
10. When applicable, a discussion of the collective
bargaining agreement
11. Benefit plans, including life insurance, health
insurance, pension, and unemployment
12. Safety and fire programs
13. Staff development programs, including in-service and
continuing education for re-licensure.
14. Promotion and transfer policies
15. Employee appraisal system
16. Workload assignments
17. Introduction to paperwork/forms used in the
organization
18. Review of selection in policies and procedures
19. Specific legal requirements, such as maintaining a
current license, reporting of accidents, and so forth\
20. Introduction to fellow employees
21. Establishment of a feeling of belonging and
acceptance, showing genuine interest in the new
employee
Induction
Induction, the first phase of indoctrination, takes place
after the employee has been selected but before
performing the job role. The induction process includes
all activities that educate the new employee about the
organization and employment and personnel policies
and procedures.
Employee handbooks, an important part of induction, are
usually developed by the personnel department.
Managers, however, should know what information the
employee handbooks contain and should have input into
 their development. Most employee handbooks contain a
form that must be signed by the employee, verifying that
he or she has received and read it. The signed form is
then placed in the employee’s personnel file.
The handbook is important because employees cannot
assimilate all the induction information at one time, so
they need a reference for later. However, providing an
employee with a personnel handbook is not sufficient for
real understanding. The information must be followed
with discussion by various people during orientation. The
most important link in promoting real understanding of
personnel is the first-level manager.
ORIENTATION
Orientation provides information about the activities
more specific for the position. The purpose of the
orientation process is to make the employee feel like a
part of the team. This will reduce burnout and help new
employees become independent more quickly in their
new roles.
Sample of Line-up of Activities Done in Orientation
 Welcome by personnel department; employee
handbooks distributed and discussed
 General Orientation by staff development
 Tour of the Organization
 Fire and safety films, body mechanics demonstration
 Introduction to each unit supervisor
 Report to individual units (time with unit supervisor and
introduction to assigned preceptor)
 The general orientation of policies and procedures
 CPR recertification
 Work with a preceptor on shift and unit assigned,
gradually assuming greater responsibilities
 Carry normal workload aster a week. Have at least a 30-
minute meeting with the immediate supervisor to discuss
progress.
Socialization and Resocialization
“Socializing new nurses into the healthcare culture will
help retain them.” - Sandy Keefee, MSN, RN
Role Theory
- The phenomenon of socialization has generally focused
on this theory.
- Explains that behaviors that accompany each role are
learned socially and by instruction, observation and trial
and error.
Socialization
- First occurs during nursing school and after graduation.
- Because nurse administrators and nursing faculty have
been found to hold different values and both these
groups assist in socializing the new nurse, there is
potential for the new nurse to develop conflict and
frustration.
Resocialization
- It occurs when individuals are forced to learn new
values, skills, attitudes, and social rules as a result of
changes in the type of work they do, the scope of
responsibility they hold, or in work setting itself.
- Individuals who need resocialization include new
graduates leaving school and entering the work world;
experienced nurses who change work settings, either
within the same organization or in the new organization;
and nurses who undertake new roles.
- Some employees adapt easily to resocialization, but
most experience stress with the role change
• Overcoming Motivational Deficiencies
- Difficulties in socialization and resocialization occur
because of motivational deficiencies
- There are two ways to correct motivational deficiencies:
positive and negative sanctions.
 Positive Sanctions
It can be used as an interactional or educational process.
o The reference group sets norms of behavior and then
applies sanctions to ensure that new members adopt
the group norms before acceptance in the group.
o Managers should become aware of what role behavior
they reward and what new employee behavior the
senior staff is rewarding.
 Negative Sanctions
o They are like rewards
o Provide cues that enable the people to evaluate their
performance consciously and to modify behavior when
needed
o They are often applied in very subtle and covert ways
o They should be constructive and not destructive
o
• Employees with unique socialization needs
- Managers who provide appropriate socialization
assistance for these groups increase the chance of
positive employment outcome.
The New Nurse
Reality Shock – was coined by Kramer (1974), which
described fears and difficulties in adapting to work
setting that is common to new graduate nurses; it
occurs as a result of conflict between a new graduate
nurse’s expectations of the nursing role and the reality
of actual role in the work setting.
Four phases of role transition from student nurse to staff
nurse: 1. honeymoon phase, 2. shock, 3. recovery, and 4.
resolution phase.
Roles of nurse managers in combating reality shock:
- Nurse Managers should not rely on anticipatory
socialization prepared by nursing schools.
- They should be alert for signs and symptoms of the
shock phase of role transition.
- They should also ensure that some of the new nurse’s
values are supported and encouraged so that work and
academic values can blend.
International Nurses
- One solution to the current nursing shortage (applicable
only to the U.S.)
- Ryan (2003) suggests that socialization to the
professional nursing role is one of four basic needs that
must be addressed if foreign nurses are to adapt
successfully to American workplaces.
- Bola, Driggers, Dunlap, and Ebersole (2003) state that
international nurses also frequently experience culture
shock regarding nonverbal communication that may
interfere with their assimilation.
- Ryan (2003) suggests that using a Cultural Diversity
Enhancement Group (CDEG) and a buddy program may
assist in socializing these international nurses, includes
staff nurses and management personnel from varied
ethnic backgrounds who agreed to buddy with the
international nurses to make them feel welcomed in the
organizational culture.
- Dumpel (2005) says that international nurses need the
same socialization as other transition groups such as
mentors and preceptors, support groups, and other
orientation programs.
New Managers
- Sullivan, Bretschneider, and McCausland (2003) found
that many new managers perceived themselves as
lacking basic and introductory managerial skills related
to communication, conflict resolution, role
transitioning, scheduling, budgeting, and payroll
management, performance evaluation, and staff
counseling which result in management errors.
The direction a new manager needs come from several
sources within the organization, which includes:
- The new manager’s immediate superior
- A group of the new manager’s peers
- A mentor
Role ambiguity – describes the stress that occurs when
job expectations are unclear.
Role Overload – occurs when the demands of the role
are excessive.
The Experienced Nurse in the New Position
The transition from expert to novice
- a very difficult role transition
- Many nurses transfer or change jobs because they can
no longer find their present job challenging
-
Transition from familiar to unfamiliar
- In the old surroundings, the employee knew everyone
and where everything was located. In the new position,
the employee will not be only learning new job skills but
also be in an unfamiliar environment.
- Specialized orientation material should be developed
and necessary staff development orientation programs
should be provided.
Assisting the Experienced Nurse in Role Transition
- Managers should not assume that the experienced
nurse is aware of the new role’s expected attitudes.
- Managers need to support employees during this value
resocialization.
Clarifying Role Expectations through Role Models,
Preceptors, and Mentors
“In looking for a role model, I didn’t have to go far.” -
William M. Keane Jr.
 Role Model
- Defined as someone worthy of imitation
- They are experienced, competent employees
- One of the exciting aspects of role models is their
cumulative effect. The greater the number of excellent
role models available for new employees to emulate,
the greater the possibilities for new employees to
perform well.
 Preceptor
- An experienced nurse who provides knowledge and
emotional support, as well as a clarification of role
expectations, on a one-on-one basis.
- An effective preceptor can role model and adjust
teaching to each learner as needed.
- Usually assigned
- Relatively short relationship with the person to whom
they were assigned
 Mentor
- Madison (2006) described mentoring as a distinctive
interactive relationship between two individuals,
occurring most commonly in a professional setting.
- A mentor is able to instill the values and attitudes that
accompany each role, often a role model and visionary
for the mentee.
- A preceptor is different from a mentor
- Freely choose who they will mentor
- Relationship is longer & more intense
Four phases in mentoring relationships: 1. Initiation –
occurs when the relationship is established 2.
Cultivation – characterized by coaching, protection, and
sponsorship as well as counseling, acceptance, and the
creation of a sense of competence. 3. Separation --- 4.
Redefinition – Both are difficult, as the mentor and
mentee may share different perceptions about whether
it is time to separate and what their new relationship
should be
Validities and Legalities in Hiring “Healthcare facilities
are more interested in hiring nursing students who can
think critically and organize than those who boast
competencies, such as an impressive number of
injections given.” Lorraine Steefel, RN, MSN, CTN
Given the importance of a decision to hire, it is
understandable that human resources and first-level
managers have sought refined methods to evaluate and
screen applicants. A wide variety of pre-employment
tests are used to determine which candidate is best
suited for a position.
Testing - It has an impact on the selection of employees
- If the employees to be hired fail the test in significantly
greater percentages than NRG402 WEEK 10 STAFFING
the overall failure rate, the employer using the test
must prove that it is a valid indicator of the abilities that
are needed to perform the job
3 Forms of Validity in testing: 1. Content Validity – The
test recreates or represents significant sample parts of
the job, such as typing tests. 2. Construct Validity – The
test identifies a psychological or personality trait that is
important to successful performance, such as
leadership or problem-solving abilities. 3. Criterion-
related Validity – The test contains elements on which
anyone who would do well on the job perform well or
anyone who would do poorly on the job will perform
poorly
Hiring – A Shared Responsibility The question of who
makes the final employment hiring from among
screened candidates is critical. Hiring remains an inexact
science despite all the techniques that have been
developed and used. Ideally, the decision is made by
the manager to whom the new employee will report,
with the advice and counsel of the human resources
department. This approach has the advantages that
stipulated and necessary credential requirements are
met, organizational policies and employment laws are
followed, and individuals selected meet the quality
standards and conform to its vales and culture.
Patient Care Classification System The patient care
classification system is a method of grouping patients
according to the amount and complexity of their
nursing care requirements and the nursing time and
skill they require. This assessment can serve in
determining the amount of nursing care required,
generally within 24 hours, as well as the category of
nursing personnel who should provide that care. As a
result, of patient classification systems (PCS), also
known as workload management, or patient acuity
tools, were developed in the 1960s. Because other
variables within the system have an impact on nursing
care hours, it is usually not possible to transfer a PCS
from one facility to another. Instead, each basic
classification system must be modified to specific
institution
Classification Categories The various units mat develop
their own ways of classifying patient care according to
the acuity of their patient’s illness. Following is an
example of a patient care classification in the medical-
surgical unit. Level I – Self Care or Minimal Care –
Patient can take a bath on his own, feed himself, feed
and perform his activities of daily living. Falling under
this category are patients about to be discharged, those
in non-emergency, those newly admitted, do not exhibit
unusual symptoms, and requires little
treatment/observation and/or instruction. Average
amount of nursing care hours per patient per day is 1.5.
Ratio of professional and non-professional nursing
personnel is 55:45. Level II – Moderate Care or
Intermediate Care – Patients under this level need some
assistance in bathing, feeding, or ambulating for short
periods of time. Extreme symptoms of their illness must
have subsided of have not yet appeared. Patients may
have slight emotional needs, with vital signs ordered up
to three times per shift, intravenous fluids or blood
transfusion; are semi-conscious and exhibiting some
psychosocial or social problems; periodic and
treatments, and/or observations and/or instructions.
Average nursing care hours per patient per day is 3 and
the ratio of professional to non-professional personnel
is 60:40. Level III – Total, Complete or Intensive Care –
Patients under this category are completely dependent
upon the nursing personnel. They are provided
complete bath, are fed, may or may not be unconscious,
with marked emotional needs, with vital signs more
than three times per shift, may be on continuous
oxygen therapy, and with chest or abdominal tubes.
They require close observation at least every 30
minutes for impending hemorrhage, with hypo or
hypertension and/or cardiac arrhythmia. The nursing
care hours per patient per day is 6 with a professional
to non-professional ratio of 65:35. Level IV – Highly
Specialized Critical Care – Patients under this level need
NRG402 WEEK 10 STAFFING maximum nursing care
with a ratio of 80 professionals to 20 non-professionals.
Patients need continuous treatment and observation;
with many medications, IV piggybacks; vital signs every
15-30 minutes, hourly output. There are significant
changes in doctor’s orders and care hours per patient
per day may range from 6-9 more, and the ratio of
professionals to non-professionals also ranges from
70:30 to 80:20

STAFFING FORMULA To compute for the staff needed in

the In-Patient units of the hospital, the following steps
are considered: 1. Categorize the number of patients
according to the levels of care needed. Multiply NRG402
WEEK 10 STAFFING the total number of patients by the
percentage of patients at each level of care (whether
minimal, intermediate, intensive, or highlyspecialized).
2. Find the total number of nursing care hours needed
by the patients at each category level. a. Find the
number of patients at each level by the average number
of nursing care hours needed per day. b. Get the sum of
the nursing care hours needed at the various levels. 3.
Find the actual number of nursing care hours needed by
the given number of patients. Multiply the total nursing
care hours needed per day by the total number of days
in a year. 4. Find the actual number of working hours
rendered by each nursing personnel per year. Multiply
the number of hours on duty per day by the actual
working days per year. 5. Find the total number of
nursing personnel needed. a. Divide the total number of
nursing care needed per year by the actual number of
working hours rendered by an employee per year. b.
Find the number of relievers. Multiply the number of
nursing personnel needed by 0.15 (for those working 40
hours per week) or by 0.12 (for those working 48 hours
per week). c. Add the number of relievers to the
number of nursing personnel needed. 6. Categorize the
nursing personnel into professionals and non-
professionals. Multiply the number of nursing personnel
according to the ratio of professionals to
nonprofessionals. 7. Distribute by shifts