2bpatigas Hencm119 Module2 First Sem 2021 2022

REPUBLIC OF THE PHILIPPINES
NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND

TECHNOLOGY
OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL
(034)722-4169/www.nonescost.edu.com
CONAHS
COURSE MODULE IN
NURSING
LEADERSHIP AND
MANAGEMENT
1st Semester; A.Y. 2022 – 2023
This document is a property of
NONESCOST
Unauthorized copying, uploading, and / or editing is prohibited. (For Classroom Use Only) Prepared by: Magdalena G. Patigas, RN, LPT, MAN
Module 2 | Page 1
COURSE FACILITATOR: MAGDALENA G. PATIGAS, RN, LPT,
MAN
FB/MESSENGER: MAGDALENA PATIGAS
Email: maggietingson@gmail.com
2
Phone No: 09810571009
MODULE

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VISION
SUN-NEGROS: A glocally recognized university offering distinctively – niched academic
programs engaged in dynamic quality instruction, research and extension by 2025.
MISSION
To produce glocally viable graduates through innovative learning and research environment and
to contribute to nation – building by providing education, training, research and resource
creation opportunities in various technical and disciplinal areas.
GOAL
UPGRADEd instruction, research, extension and governance for glocal recognition.
INSTITUTIONAL OUTCOMES
1. Demonstrate logical thinking, critical judgment and independent decision-making on any

confronting situations
2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s

educational level and field of discipline
3. Exhibit necessary knowledge, skills and desirable attitudes in research
4. Exhibit proactive and collaborative attributes in diverse fields
5. Manifest abilities and willingness to work well with others either in the practice of one’s
profession or community involvement without compromising legal and ethical
responsibilities and accountabilities.

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PROGRAM LEARNING OUTCOMES
The program shall produce a graduate who can:

1. apply knowledge of physical, social, natural and health sciences and humanities in the
practice of nursing
2. provide safe, appropriate and holistic care to individual,families, population groups and
communities utilizing nursing process.
3. apply guidelines and principles of evidenced-based practice in the delivery of care in any
settings.
4. practice nursing in accordance with existing laws, legal, ethical and moral principles.
5. communicate effectively in writing, speaking, and presenting using culturally-appropriate
language to clients and teams.
6. document and report on client care accurately and comprehensively.
7. work effectively in collaboration with inter- intra and multi-disciplinary, multi-cultural teams.
8. practice beginning management and leadership skills in the delivery of client care.
9. conduct research with experienced researcher.
10. engage in life-long learning with a passion to keep current with national and global
development in general and nursing health development in particular.
11. demonstrate responsible citizenship and pride of being a Filipino.
12. apply techno-intelligent care systems and processes in health care delivery.
13. adopt the nursing core values in the practice of the profession
14. display nursing core values in nursing management and leadership
15. apply entrepreneurial skills in management and leadership
NONESCOST BS Nursing Program Outcomes:

The program shall produce a graduate nurse who can:
1. Deliver safe and quality client centered care observing oral and ethico-legal principles in
the application of the nursing process in any given situation.
2. Manage and deliver health programs and services in any health care setting utilizing
appropriate mechanism for networking, linkage and referrals.
3. Engage in nursing research and utilize scientific and evidenced-base knowledge which
promote and maintain quality improvement of client-centered care.

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Warm greetings!
Welcome to the second semester of School Year 2020-2021! Welcome to the College of
Arts and Sciences and welcome to NONESCOST!
Despite of all the happenings around us, there is still so much to be thankful for and one
of these is the opportunity to continue learning.
You are right now browsing your course module in GE103, The Contemporary World. As
you read on, you will have an overview of the course, the content, requirements and
other related information regarding the course. The module is made up of 3 lessons.
Each lesson has seven parts:
INTRODUCTION- Overview of the lesson
LEARNING OUTCOMES- Lesson objectives for you to ponder on

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MOTIVATION- Fuels you to go on
PRESENTATION- A smooth transition to the lesson
TEACHING POINTS- Collection of ideas that you must discover
LEARNING ACTIVITIES – To measure your learnings in the lesson where you wandered
ASSESSMENT – To test your understanding in the lesson you discovered

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Please read your modules and learn the concepts by heart. It would help you prepare to
be effective and efficient professional in your respective fields. You can explore more of
the concepts by reading the references and the supplementary readings.
I encourage you to get in touch with me in case you may encounter problems while
studying your modules. Keep a constant and open communication. Use your real names
in your FB accounts or messenger so I can recognize you based on the list of officially
enrolled students in the course. I would be very glad to assist you in your journey.
Furthermore, I would also suggest that you build a workgroup among your classmates.
Participate actively in our discussion board or online discussion if possible and submit
your outputs/requirements on time. You may submit them online through email and
messenger. You can also submit hard copies. Place them in short size bond paper inside
a short plastic envelop with your names and submit them in designated pick-up areas.
I hope that you will find this course interesting and fun. I hope to know more of your
experiences, insights, challenges and difficulties in learning as we go along this course. I
am very positive that we will successfully meet the objectives of the course.
May you continue to find inspiration to become a great professional. Keep safe and God
bless!

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Course Outline in HENCM 119 NURSING LEADERSHIP AND MANAGEMENT
Course
HENCM 119
Number
Course Title Nursing Leadership and Management
Application of concepts, principles, theories and methods of management
and leadership, as well as, the ethico-moral, legal and professional
responsibilities of a nurse. The students are expected to perform beginning
Course
professional management and leadership skills, and apply sound ethico-
Description
moral and legal decision-making in the hospital and community-based
settings. Students are likewise expected to comply to the professional
standards of nursing practice.
No. of Units 4 units
Pre-requisites HENCM115, HENCM116, HENCM 117
Course 1. Discuss the principles of leadership and management
Intended 2. Apply the principles learned in organizing and conducting a seminar.
Learning 3. Apply management and leadership principles in providing direction to
Outcomes manage a nursing service in any health care setting.
4. Adhere to establish norms of conduct based on the Philippine Nursing Law
and other legal, regulatory and institutional requirements relevant to safe
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nursing practice.
5. Apply nursing practice tools, guidelines and/or frameworks on leadership
and management skills for effective delivery of programs and services in
specific group of clients in the community setting.
Content MODULE 1
Coverage
LESSON 1
CONCEPTS OF LEADERSHIP AND MANAGEMENT
A. Management
Organization
Leadership
Nursing Management
B. Managerial/ Leadership Roles as a beginning Nurse Practitioner
1. Concepts
2. Theories
3. Qualities/ competencies of a nurse manager/ leader
4. Roles and Responsibilities
Principles of Management Leadership and Management Theories
a) Early Leadership theories
b) Early management theories
LESSON 2
OVERVIEW OF THE FUNCTIONS OF MANAGEMENT
A. Planning
Reasons for planning
Types of planning
 Strategic Planning
 Tactical Planning
 Operational Planning
Hierarchy of Planning
Scope of Planning
Modes of Planning
Tools for Planning
Proactive vs. Reactive planning
Philosophy, Vision, Mission, Goal
LESSON 3
B. BUDGETING
Budgeting process
Fiscal Planning
Types of budget
Costing out of nursing services
Cost effectiveness
Health care financing
Resource Management
ABC Inventory
Time Management
Maximizing personal time
Maximizing managerial time
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Maximizing organization time
LESSON 4
C. ORGANIZING
Organizational theories
Types of Organizational Structure, Hierarchy, Models
Organizational chart
Organizing patient care
Job design
Job description
Health care organizations

Organizational culture
LESSON 5
D. STAFFING
Recruitment, Selection, Placement
Scheduling
Predicting Staffing needs
Skill mix
Patient Classification system

Predicting staffing models
Nursing care delivery systems
 Case method
 Functional nursing
 Team nursing
 Primary nursing
 Modular nursing
 Nursing case management
 Staff development t
Continuing Professional Development
LESSON 6
STAFF DEVELOPMENT
Continuing Professional Development
MODULE 2
LESSON 1
DIRECTING
Tools in directing
Elements of directing
Leading community health programs
Shared governance
Power and Politics
DELEGATION
Effective delegation
LESSON 2
MOTIVATION INTRINSIC AND EXTRINSIC MOTIVATION
Theories of motivation

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Strategies in motivation
Establishment of motivational conditions.
Team work/group Processes

Group dynamics and cultural diversity
LESSON 3
COMMUNICATION
Communication process
Channels of communication
Communication systems
Barriers to communication
Communication skills
Organizational, interpersonal and group communication
Organizational communication strategies
Improving communication
Record Management System
Nursing Informatics
LESSON 4
DECISION MAKING PROCESS / CHANGE AND CONFLICT
Decision making tools and theories
Change Process
Handling resistance to change
Planned change
Conflict management
Types of conflict
Managing conflict
Work-related stress
Enhancing self-esteem
MODULE 3
LESSON 1
CONTINUOUS QUALITY IMPROVEMENT AND RISK MANAGEMENT
Creating a patient safety culture
Standards of Nursing Practice
Quality Assurance/Quality improvement
Variance report/sentinel events
Accreditation
JCAHO/JCIA, Phil Health, Hospital Accreditation Commission
Nursing Audit
Other CHED quality assurance initiatives
LESSON 2
A. ETHICO-MORAL RESPONSIBILITY
1. Review
1.1 basic ethical principles
1.2 Code of ethics for nurses

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1.3 Various rights of clients
2. Ethical decision-making
Ethical frameworks for decision-making
3. Ethical leadership in nursing
4. Professional autonomy
Personal work ethics
LESSON 3
B. LEGAL RESPONSIBILITIES
1. Nursing legislation
1.1 Phil Nursing Law
1.2 Health related laws affecting nursing and health
1.3 Labor laws
Work contracts
Collective bargaining
Nurses and labor unions
1.4 Legal issues in nursing practice
1.1 Breach of contract
1.2 Negligence
1.3 Professional negligence/malpractice
1.4 Wills
1.5 Crimes related to nursing practice
1.6 Nurses and evidence
1.7 Privileged communication
1.8 Nurses as witness
LESSON 4
C. PERSONAL AND PROFESSIONAL RESPONSIBILITIES
1. Nursing as a profession
Professional Decorum
2. Roles and responsibilities of a beginning nurse practitioner
3. Career development
Job Search/job leads
Preparing for an interview
Developing a professional portfolio
4. Emerging opportunities
Fields of specialization
Expanded roles of nurses
Issues and trends in nursing
5. Nursing Associations:
Accredited Professional nursing organization: PNA
Specialty organizations
Interest groups
Relevant PRBON resolutions affecting nursing practice e.g. 2012 national

nursing core competency standards, Continuing Professional
Development (CPD) National Nursing Career progression plan
LESSON 5
PROFESSIONAL ADVOCACY
REFENRENCES REFERENCES:
TEXTBOOK:
T1 - American Psychological Association (2010). Publication manual of
the American Psychological Association. (6th ed.). Washington, D.C: APA.
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ISBN-13: 978-1433805615
T2 - Hook, L. (2018) Leddy & Pepper's Professional Nursing. (9th ed.).
New York: Wolters Kluwer. ISBN:978-1496351364
T3 -Huston, C. (2017, LWW) Leadership Roles and Management
Function in Nursing_Theory and Application -libgen.lc.pdf
T4 - Korniewicz, D.(2015) Nursing Leadership and Management. The
Advanced Practice Role. DesTech Publications.USA.ISBN:978-1-60595-158-
4
T4 - Marquiz, B. & Huston, C. (2017) Leadership Roles and
Management Functions in Nursing.Theory and Application.Wolter
Kluwer.Philadelphia.9th ed. ISBN 9781496349798
T5 - Murray, E. (2017) Nursing Leadership and Management for
Patient Safety and Quality Care.F.A.Davis Company.Philadelphia.ISBN
9780803630215
T6 - Potter, P., Stockert, P., Perry, A. G., Hall, A. (2017) Fundamentals
of Nursing 9th Ed.Elsevier.Singapore ISBN: 978-9-8145-7095-4
OTHER REFERENCES:
R1 – Copy of VMGO
R2 - Academy of Management Journal 2018, Vol. 61, No. 4, 1467–
1491. https://doi.org/10.5465/amj.2016.0662 TO DELEGATE OR NOT TO
DELEGATE: GENDER DIFFERENCES IN AFFECTIVE ASSOCIATIONS
AND BEHAVIORAL RESPONSES TO DELEGATION MODUPE AKINOLA
Columbia University ASHLEY E. MARTIN Stanford University KATHERINE
W. PHILLIPS Columbia University
R3 - American Sentinel, “Nurse Management vs Nurse Leadership:
What’s the Difference?” February 29,
2020: https://www.americansentinel.edu/blog/2020/02/29/leadership-
management-in-nursing-whats-the-difference/
ONLINE REFERENCES:
OR1 –https://www.slideshare.net/jofred/nursing-leadership-
management-54826140
OR2 - https://www.toppr.com/guides/business-management-and-
entrepreneurship/nature-of-management-and-its-process/managerial-roles/
OR3- https://online.maryville.edu/blog/leadership-roles-and-
management-functions-in-nursing/
OR4 - https://www.iedunote.com/management
OR5 - https://www.usa.edu/blog/nursing-leadership-and-management/
FILMS/ videos:
F1 - https://www.youtube.com/watch?v=V2K4VqkfRaM&t=918s
F2 - https://www.youtube.com/watch?
v=NzBqJNh8z2U&list=TLPQMjUwODIwMjGfsZ-rOmrYOg&index=7
1. Active class participation (online discussion board, FB Closed group
account)
Course 2. Submit all activities required
Requirements 3. Quizzes
4. Final Output
5. Examinations
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Prepared by: MAGDALENA G. PATIGAS, RN, LPT, MAN
Reviewed and Approved by:
Subject Area Coordinator : NATASHA KAY V. CHAN, RN, MN
Dean, CAS : AILEEN G. SYPONGCO, RN, MN
GAD Director : JACKIELEE A. ANACLETO, LPT, M.Ed
CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph. D.
QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.
VP- Academic Affairs, OIC : LEA MAE K. CALIMPONG, LPT, MAEd
Declaration of Copyright Protection
This course module is an official document of Northern Negros State
College of Science and Technology under its Learning Continuity Plan on Flexible
Teaching-Learning modalities.
Quotations from, contractions, reproductions, and uploading of all or any
part of this module is not authorized without the permission from the faculty-author
and from the NONESCOST.
This module shall be used for instructional purposes only.

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MODULE 2
LESSON
1 DIRECTING
4
HOURS
. how we feel about and enjoy our work is crucial to how we perceive the quality of our
lives.
—Jo Manion
. . . whether you think you can or whether you think you can’t, you’re right.
—Henry Ford

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Becoming a Director of Nursing requires hard work, dedication, and determination. You need to be
able to multitask, have strong leadership skills, clinical skills, and communication skills. This position
requires years of dedication and multiple levels of advanced education and certifications.
At the end of this lesson, you are expected to:
1. Identify different elements of directing
2. Differentiate directing from delegating.
3. Delineate how the work of manager motivates the working contribution within the organization.
This will serve as your assignment for 10 points.

Submit answer through goggle classroom.
Elaborate different steps becoming a nurse director.

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This unit reviews the fourth phase of the management process: directing. This phase also may
be referred to as coordinating or activating. Regardless of the nomenclature, this is the “doing” phase of
management, requiring the leadership and management skills necessary to accomplish the goals of the
organization. Managers direct the work of their subordinates during this phase, and leaders support
them so they can achieve desired outcomes. Components of the directing phase discussed in this unit
include creating a motivating climate, establishing organizational communication, managing conflict,
facilitating collaboration, negotiating, and responding to collective bargaining practices and employment
laws.
Directing.
 Directing sets in motion the action of people because planning, organizing, and staffing are the
mere preparations for doing the work.
 Act of issuing of orders, assignments, instructions, to accomplish organizational goals and
objectives.
 Direction is an aspect of management that deals directly with influencing, guiding, supervising,
and motivating staff for the achievement of organizational goals.
A director of nursing, otherwise known as a nurse director, is a registered nurse who leads the
administrative work of an organization in the health sector. Nurses in this field combine their clinical
experience, education, and managerial skills to ensure the smooth running of a health care
organization.
Video related to: how to become a nursing director (4:52)
https://bestaccreditedcolleges.org/articles/how-to-become-a-nursing-director-education-and-
career-roadmap.html
Elements of Directing
1. Communication
2. Delegation
3. Motivation. Whatever influences our choices and creates direction, intensity, and persistence in our
behavior. To inspire, stimulate, and encourage staff.
4. Coordination. Arranging in proper order. It creates harmony in all activities to facilitate success of
work
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5. Evaluation
6. Supervision: To oversee the work of staff. Supervision is the act of coaching, reflecting, and directing
work and workers.
7. Leadership: To guide and influence the work of staff in a purposeful direction.
Delegation
 Act of assigning to someone else a portion of the work to be done with corresponding authority,
responsibility and accountability (ARA).
 According to ANA, it is the transfer of responsibilities for the performance of the task from one
person to another
 Much of the work of manager is accomplished by transferring the responsibilities to subordinates
Good Reasons for Delegation
1. Manager delegate routine task so that they are free to handle problems that are more complex or
require higher level of expertise
2. Delegate routine task if someone else is better prepared or has greater expertise or knowledge in
solving the problems
Managers who do not delegate
 Does not trust

 Fear of mistake
 Fear of criticism
 Fear of own ability to delegate

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Common Errors in Delegation
 Underdelegating – systems from the manager’s false assumptions that delegation maybe
interpreted as a lack of ability on his part to do the job correctly and competently. Reasons are:
o Managers believe that they can do the work faster and better
o Managers believe that the responsibility may be rejected if delegated
 Overdelegating – subordinates become overburdened which may lead to dissatisfaction and low
productivity. Reasons are:
o Managers who are lazy
o Manager who are overburdened and exhausted
 Improper Delegation – delegating at the wrong person, time, tasks and beyond the capability of the
subordinates.
Steps in Effective Delegating
1. Plan ahead
2. Identify necessary skills and levels
3. Select most capable personnel
4. Communicate goal clearly
5. Empower the delegate
6. Set deadlines and monitor progress
7. Model the role and provide guidance
8. Evaluate performance
This will be credited as your project: for 50 points
Interview a Nurse Leader. Submit your work through our goggle classroom.
Guide question will be provided; you may add pertinent information related to the topic.
Name of Nurse Leader:
Position:
Affiliating Agency:

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LESSON

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2 MOTIVATION
5
HOURS
Motivation is the force within the individual that influences or directs behavior. Because motivation comes
from within the person, managers cannot directly motivate subordinates. The leader can, however, create an
environment that maximizes the development of human potential. Management support, collegial influence,
and the interaction of personalities in the work group can have a synergistic effect on motivation. The leader
manager must identify those components and strengthen them in hopes of maximizing motivation at the unit
level.
At the end of this module, you are expected to:
1. describe the relationship between motivation and behavior
2. differentiate between intrinsic and extrinsic motivation
3. recognize the need to create a work environment in which both organizational and individual needs
can be met

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4. delineate how the work of individual motivation theorists has contributed to the understanding of what
motivates individuals inside and outside the work setting
5. describe the links between risk taking, innovation, creativity, and employee empowerment
6. recognize the complexity of using incentives and rewards so that they motivate rather than
demotivate
7. recognize the need to individualize reward systems for each subordinate
8. develop strategies for creating a motivating work environment
9. identify positive reinforcement techniques that may be used by a manager in an organization
10. describe the constraints managers face in creating a climate that will motivate employees
11. identify the organization’s responsibility for effective promotions
12. describe the advantages and disadvantages of promoting from within an organization versus
recruiting externally for advancement opportunities
13. develop increased self-awareness about personal motivation and the need for “self-care” to remain
motivated in a leadership or management role
TITLE: Thinking About Motivation
Class sharing. Think back when you were a child. What rewards did your parents use to promote good
behavior? Was your behavior more intrinsically or extrinsically motivated?
At this time what motivate/s you to have your goals.

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MOTIVATION
Motivation is the force within the individual that influences or directs behavior.
 The term used to describe an employee’s emotional commitment to the organization and its goals is
employee engagement.
 “This emotional commitment means engaged employees actually care about their work and their
company. They don’t work just for a paycheck, or just for the next promotion, but work on behalf of
the organization’s goals” (Kruse, 2012, para. 3). Custom Insight (2016) agrees, suggesting that
employee engagement is the extent to which employees feel passionate about their jobs, are
committed to the organization, and put discretionary effort into their work.
INTRINSIC AND EXTRINSIC MOTIVATION
Intrinsic Versus Extrinsic Motivation
Intrinsic motivation comes from within the person, driving him or her to be productive
Intrinsic motivation can be and often is impacted by others.
Extrinsic motivation occurs when individuals are motivated to perform a behavior or engage in an
activity to earn a reward or avoid punishment (Cherry, 2016b).
The intrinsic motivation to achieve is directly related to a person’s level of aspiration.
Extrinsic motivation is motivation enhanced by the job environment or external rewards.
Theories of motivation
Motivational Theory
Maslow
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Maslow (1970) believed that people are motivated to satisfy certain needs, ranging from basic survival to
complex psychological needs, and that people seek a higher need only when the lower needs have
been predominantly met.
Strategies in motivation
Video related to: How to Motivate People, Transform Business, and Be a True Leader
https://www.youtube.com/watch?v=V2K4VqkfRaM&t=918s (54:05)
Establishment of motivational conditions.
Employee engagement is not the same thing as employee satisfaction. Engaged employees
are emotionally committed to the organization and the achievement of its goals. Employee
satisfaction only indicates how happy or content employees are (Custom Insight, 2016, Huston, 2017).
Strategies to create a Motivating Climate: (Huston, 2017)

1. Have clear expectations for workers, and communicate these expectations effectively.
2. Be fair in and consistent in dealing with all employees.
3. Be a firm decision maker using an appropriate decision-making style.
4. Develop the concept of teamwork, develop group goals and projects that will build a team spirit.
5. Integrate the staff’s needs and wants with the organization’s interest and purpose.
6. Know the uniqueness of each employee. Let each know that you understand his or her uniqueness.
7. Remove traditional blocks between the employee and the work to be done.
8. Provide experiences that challenge or “stretch” the employee and allow opportunities for growth.
9. When appropriate, request for participation and input from all subordinates in decision making.
10. Whenever possible, give subordinates recognition and credit.
11. Be certain that employees understand the reason behind reason and actions.
12. Reward desirable behavior; be consistent in how you handle undesirable behavior.
13. Let employees exercise individual judgement as much as possible
14. Create a trustful and helping relationship with employees.
15. Empower employees to have as much control as possible over their work environment and the
decision that impact it.
16. Be a positive and enthusiastic role model for employees
Video: This Is Why You Don't Succeed - Simon Sinek on The Millennial Generation (35:05)
https://www.youtube.com/watch?v=NzBqJNh8z2U&list=TLPQMjUwODIwMjGfsZ-rOmrYOg&index=7
Leadership Roles and Management Functions Associated With
Creating a Motivating Work Climate
Leadership Roles
1. Recognizes each worker as a unique individual who is motivated by different things
2. Identifies the individual and collective value system of the unit and implements a reward system
that is consistent with those values
3. Fosters employee engagement and thus emotional commitment to the goals of the organization
4. Listens attentively to individual and collective work values and attitudes to identify unmet needs
that

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can cause dissatisfaction
5. Encourages workers to “stretch” themselves in an effort to promote self-growth and self-

actualization
6. Promotes a positive and enthusiastic image of self-empowerment to subordinates
7. Encourages mentoring, sponsorship, and coaching with subordinates
8. Devotes time and energy to create an environment that is supportive and encouraging to the
discouraged individual
9. Is authentic rather than automatic in giving praise and positive reinforcement
10. Develops a unit philosophy that recognizes the unique worth of each employee and promotes
reward systems that make each employee feel successful
11. Demonstrates through actions and words a belief in subordinates that they desire to meet
organizational goals
12. Is self-aware regarding own enthusiasm for work and takes steps to remotivate self as necessary
Management Functions
1. Uses legitimate authority to provide formal reward systems
2. Uses positive feedback to reward the individual employee
3. Develops unit goals that integrate organizational and subordinate needs
4. Maintains a unit environment that eliminates or reduces job dissatisfiers
5. Promotes a unit environment that focuses on employee motivators
6. Creates the tension necessary to maintain productivity while encouraging subordinate job
satisfaction
7. Communicates expectations to subordinates clearly
8. Demonstrates and communicates sincere respect, concern, trust, and a sense of belonging to
subordinates
9. Assigns work duties commensurate with employee abilities and past performance to foster a sense of
accomplishment in subordinates
10. Identifies achievement, affiliation, or power needs of subordinates and develops appropriate
motivational strategies to meet those needs
Characteristics of the Self-Actualized Individual (extracted from Sze, 2015)
Self-actualized people:
1. Embrace the unknown and the ambiguous
2. Accept themselves, together with all their flaws
3. Prioritize and enjoy the journey, not just the destination
4. While inherently unconventional, do not seek to shock or disturb
5. Are motivated by growth, not by the satisfaction of needs
6. Have purpose
7. Are not troubled by the small things

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8. Are grateful
9. Share deep relationships with a few but also feel identification and affection towards the entire human
race
10. Are humble
11. Resist enculturation
12. Are not perfect
Because of Maslow’s work, managers began to realize that people are complex beings, and rather than just
being motivated by economics, their many needs motivating them at any one time.
Video related to: Abraham Maslow and the Hierarchy of Needs - Content Model of Motivation
https://www.youtube.com/watch?v=gz5zNx3KnrE (9:16)
Skinner
B. F. Skinner was another theorist in this era who contributed to the understanding of motivation,
dissatisfaction, and productivity.
 Skinner’s (1953) research on operant conditioning and behavior
modification demonstrated that people could be conditioned to behave in a certain way based on a
consistent reward or punishment system.
 Skinner called those elements that encourage behavior reinforcers, and those responses that
decrease the likelihood of behavior punishers (McLeod, 2015).
 Environmental influences that neither encouraged nor discouraged behavior were known as
neutral operants (McLeod, 2015)
B. F. Skinner’s Three Operants That Influence Behavior (McLeod, 2015)
Neutral Operants: Responses from the environment that neither increase nor decrease the probability
of a behavior being repeated
Reinforcers: Responses from the environment that increase the probability of a behavior being
repeated. Reinforcers can be either positive or negative.
Punishers: Responses from the environment that decrease the likelihood of a behavior being repeated.
Punishment weakens behavior.
Video related to: BF Skinner: Operant Conditioning: Rewards & Punishments - EXPLAINED in 4
minutes
https://www.youtube.com/watch?v=m4BX6QxE-6c
Skinner’s Operant Conditioning: Rewards & Punishments
Herzberg
Frederick Herzberg (1987) believed that employees can be motivated by the work itself and that there
is an internal or personal need to meet organizational goals. He believed that separating personal
motivators from job dissatisfiers was possible. This distinction between hygiene or maintenance factors
and motivator factors was called the motivation–hygiene theory or two-factor theory.

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Video related to motivation:
https://www.youtube.com/watch?v=f_qyDfZYfXQ&t=44s (8:54)
HERZBERG’S MOTIVATORS AND HYGIENE FACTORS

MOTIVATORS HYGIENE FACTORS
Achievement Salary
Recognition Supervision
Work Job security
Responsibility Positive working conditions
Advancement Personal life
Possibility for growth Interpersonal relationships and peers
Company policy
Status
Video related to: Frederick Herzberg and the Two-factor Theory - Content Models of Motivation
https://www.youtube.com/watch?v=f_qyDfZYfXQ
Motivation is not the opposite of de-motivation. That's the conclusion that Frederick Herzberg came
to. Rather, he recognized there are two sets of factors: 1. Motivators, and 2. Hygiene factors I this
video, we'll examine Frederick Herzberg's Two-factor Theory. t is one of the most important models
in the psychology of motivation. So, it's a vital model for every manager to know about and
understand.
Frederick Herzberg identified two sets of factors at play in motivation:
1. Hygiene factors. These are factors that do not motivate us. But the absence of hygiene factors
will de-motivate us. Hygiene factors tend to be external to the work we do:
- Policies
- Administration
- Salary
- Supervision
- Working conditions
- status
2. Motivators are things we do celebrate. When our employer or manager offers these, they motivate
us. Motivators tend to be intrinsic in our relationship with our work: - Achievement - Recognition -
Good work - Responsibility - Advancement - Growth
Herzberg also identified what he called 'KITA' factors - KITA standing for 'Kick-in-the-ass'
He labeled three types of KITA factors:

1. Negative physical KITA Factors Direct and transparent interactions like critical feedback,
reprimands, removal or resources
2. Negative psychological KITA Factors Indirect interactions like manipulation, game-playing,
dilemmas, stress
3. Positive KITA Factors Bonuses, benefits, facilities – don’t generate motivation, but can fix
demotivation
Vroom
 Victor Vroom (1964)

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1. Expectancy model, which looks at motivation in terms of the person’s valence or
preferences based on social values.
2. operant conditioning, which focuses on observable behaviors, the expectancy model says
that a person’s expectations about his or her environment or a certain event will influence
behavior.
 In other words, people look at all actions as having a cause and effect; the effect may be
immediate or delayed, but a reward inherent in the behavior exists to motivate risk taking.
 In Vroom’s expectancy model, people make conscious decisions in anticipation of reward; in

operant conditioning, people react in a stimulus–response mode.
 Managers using the expectancy model must become personally involved with their employees
to understand better the employees’ values, reward systems, strengths, and willingness to take
risks.
Video related to: Victor Vroom and Expectancy Theory: Process of Model of Motivation
https://www.youtube.com/watch?v=WDgF7Avijlc (7:40)
Victor Vroom offers us a powerful process model of motivation: expectancy Theory. It's less well-
known than it should be. Expectancy Theory won't tell you what motivates people. B ut it will tell you
why motivation sometimes works, and why it sometimes fails.
McClelland
David McClelland (1971) examined what motives guide a person to action, stating that people are motivated
by three basic needs: achievement, affiliation, and power.
1. Achievement-oriented people actively focus on improving what is; they transform ideas into action, judiciously
and wisely, taking risks when necessary.
2. affiliation-oriented people focus their energies on families and friends; their overt productivity is less
because they view their contribution to society in a different light from those who are achievement oriented.
*Research shows that women generally have greater affiliation needs than men and that nurses generally
have high affiliation needs.
3. Power-oriented people are motivated by the power that can be gained as a result of a specific action.
*McClelland theorizes that managers can identify achievement, affiliation, or power needs of their
employees and develop appropriate motivational strategies to meet those needs.
Video related to: David McClelland and Three Motivational Needs - Content Theories of
Motivation
https://www.youtube.com/watch?v=jxNhGE3gPcA (8:12)
For my money, David McClelland gave us one of the most useful models of motivation, for use
in the workplace. McClelland identified three motivational needs. Each of these allows us to
motivate different people to do the same task, by appealing to the need that they feel most
strongly.
Gellerman
Saul Gellerman (1968)
Methods to motivate:
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Module 2 | Page 29
stretching, involves assigning tasks that are more difficult than what the person is used to doing.
 This includes personal and professional development in areas of vocational knowledge, skills, and
expertise.
 Giving people responsibility often causes them to rise to the challenge.
 In addition, unleashing their imagination, ingenuity, and creativity often results in their contributions to
the
organization being multiplied many times over (“Motivating Employees,” 2016).
The challenge of “stretching” is to energize people to enjoy the beauty of pushing
themselves beyond what they think they can do.
Employee engagement is not the same thing as employee satisfaction. Engaged employees
are emotionally committed to the organization and the achievement of its goals. Employee
satisfaction only indicates how happy or content employees are (Custom Insight, 2016).
8.1
This will serve as your assignment for 20 points
Have you been told by someone that she/ he had been inspired by you?
Elaborate how did you inspired him/ her.
Post your answer in the goggle classroom thread.

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This will serve as your quiz for 20 points.
Review your use of KITA factors. What can you do to reduce negative KITAs and increase your
use of positive KITAs?
Send you answer through goggle classroom thread.

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LESSON
3 COMMUNICATION
4
HOURS
. . . effective communication is the lifeblood of a successful organization. It reinforces the

organization’s vision, connects employees to the business, fosters process improvement,
facilitates change and drives business results by changing employee behavior.
—Watson Wyatt Worldwide
. . . the difference between the right word and the almost right word is the difference
between lightning and a lightning bug.
—Mark Twain

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Communication is the heart of nursing...your ability to use your knowledge and yourself as an
instrument of care and caring and compassion
-JoEllen Goertz Koerner, 2010
https://books.google.com.ph/books?
hl=en&lr=&id=SwndCwAAQBAJ&oi=fnd&pg=PP1&dq=communication+in+nursing&ots=Y_po44yguw&si
g=jSWc5kuMSQSUjfiiLNtbzcGAtyA&redir_esc=y#v=onepage&q=communication%20in
%20nursing&f=false
Learning objectives
At the end of this module, you are expected to:
1. Define Communication
2. Describe the five components of the communication process.
3. Analyze factors influencing the communication process.
4. Discuss the types of communication and their characteristics.
5. Differentiate between therapeutic and nontherapeutic communication.
6. Identify barriers to effective communication.
7. Differentiate between nursing documentation and other forms of written communication.
8. Discuss technology as a form of communication.
Communication – exchange of ideas, thoughts or information through verbal speech, writing

and signals
Barriers in Communication
1. Physical Barriers
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 Environmental factors that prevent or reduce the opportunities for communication. Ex:
Distance and Noise
2. Social and Psychological Barriers
 Blocks or inhibitors of communication that rise from the judgment, emotions, social
values of people.Ex: stress, trust, fear, defensiveness
 Internal climate (values, feelings, temperament and stress levels) and external climate
(weather, timing, temperature, lack of validation to the message).
3. Semantics
 Words, figures, symbols, penmanship and interpretation of the message through signs
and symbols.
4. Interpretations
 Defects in communication skills by verbalizing, listening, writing, reading and telephony
Leadership Roles and Management Functions Associated With

Organizational, Interpersonal, and Group Communication
Leadership Roles
1. Understands and appropriately uses both the formal and informal communication network
in the organization
2. Communicates clearly and precisely in language that others will understand
3. Is sensitive to the internal and external climate of the sender or receiver and uses that
awareness in sending and interpreting messages
4. Observes and interprets appropriately the verbal and nonverbal communication of
followers
5. Role models assertive communication and active listening
6. Demonstrates congruency in verbal and nonverbal communication
7. Recognizes status, power, and authority as barriers to manager–subordinate
communication and uses communication strategies to overcome those barriers
8. Role models the use of social networking principles that promote collaboration, shared
decision making, and evidence-based practice, while protecting patient rights and
confidentiality
9. Seeks a balance between technological communication options and the need for human
touch; caring; and one-on-one, face-to-face interaction
10. Maximizes group functioning by keeping group members on course, encouraging the shy,
controlling the garrulous, and protecting the weak
Management Functions
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1. Understands and appropriately uses the organization’s formal communication network
2. Determines the appropriate communication mode or combination of modes for optimal
distribution of information in the organizational hierarchy
3. Prepares written communications that are clear and uses language that is appropriate for
the message and the receiver
4. Consults with other departments or disciplines in coordinating overlapping roles and group
efforts
5. Differentiates between “information” and “communication” and appropriately assesses the
need for subordinates to have both
6. Prioritizes and protects client and subordinate confidentiality
7. Ensures that staff and self are trained to appropriately and fully utilize technological
communication tools
8. Establishes a technology-enabled communication infrastructure that leverages the benefits
of social media while minimizing the risks
9. Uses knowledge of group dynamics for attaining goals and maximizing organizational
communication.
The Communication Process

Answers.com (2016) provides a definition of communication as “the exchange of thoughts,
messages, or information, by speech, signals, writing, or behavior” (para. 1). Communication
can also occur on at least two levels: verbal and nonverbal. Thus, whenever two or more
people are aware of each other, communication begins.
Communication begins the moment that two or more people become aware of each other’s
presence.
 In all communication, there is at least one sender, one receiver, and one message. There is
also a mode or medium through which the message is sent—for example, spoken, written,
or nonverbal.
 The internal climate includes the values feelings, temperament, and stress levels of the
sender and the receiver.
 The external climate also includes status, power, and authority as barriers to manager–
subordinate communication. Weather conditions, temperatures timing, and the
organizational climate itself are parts of the external climate.

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Effective communication requires the sender to validate what receivers see and hear.
Variables Affecting Organizational Communication

 Formal organizational structure has an impact on communication. People at lower levels of
the organizational hierarchy are at risk for inadequate communication from higher levels.
This occurs because of the number of levels that communication must filter through in
large organizations. As the number of employees increases (particularly more than 1,000
employees), the quantity of communication generally increases; however, employees may
perceive it as increasingly closed. In large organizations, it is impossible for individual
managers to communicate personally with each person or group involved in organizational
decision making.
 Not only is spatial distance a factor, but the presence of subgroups or subcultures also
affects what messages are transmitted and how they are perceived.
 Gender is also a significant factor in organizational communication, as men and women
communicate and use language differently. Women are generally perceived as being more
relationship oriented than men, but this is not always the case. Women are also
characterized as being more collaborative in their communication, whereas men are more
competitive.
Differences in gender, power, and status significantly affect the types and quality of
organizational and unit-level communication.
Organizational Communication Strategies

The following strategies increase the likelihood of clear and complete communication:
1. Leader-managers must assess organizational communication.
a) Who communicates with whom in the organization?
b) Is the communication timely?
c) Does communication within the formal organization concur with formal lines of
authority?
d) Are there conflicts or disagreements about communication?
e) What modes of communication are used?
2. Leader-managers must understand the organization’s structure and recognize who will be
affected by decisions.
a) Formal communication networks follow the formal line of authority in the
organization’s hierarchy.
b) Informal communication networks occur among people at the same or different
levels of the organizational hierarchy but do not represent formal lines of authority or
responsibility.
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i. For example, an informal communication network might occur between a
hospital’s chief executive officer (CEO) and her daughter, who is a clerk on a medical
wing. Although there may be a significant exchange of information about unit or
organizational functioning, this communication network would not be apparent on
the organization chart. It is imperative, then, that managers be very careful about
what they say and to whom until they have a good understanding of the formal and
informal communication networks.
c) Communication is not a one-way channel. If other departments or disciplines will
be affected by a message, the leader-manager must consult with those areas for feedback
before the communication occurs.
d) Communication must be clear, simple, and precise. This requires the sender to
adjust their language as necessary to the target audience.
e) Senders should seek feedback regarding whether their communication was
accurately received. One way to do this is to ask the receiver to repeat the
communication or instructions. In addition, the sender should continue follow-up
communication in an effort to determine if the communication is being acted on. The
sender is responsible for ensuring that the message is understood.
f) Multiple communication modes should be used, when possible, if a message is
important. Using a variety of communication modes in combination increases the
likelihood that everyone in the organization who needs to hear the message actually will
hear it.
g) Managers should not overwhelm subordinates with unnecessary information.
Information is formal,impersonal, and unaffected by emotions, values, expectations, and
perceptions. Communication, on the other hand, involves perception and feeling. It does
not depend on information and may represent shared experiences. In contrast to
information sharing, superiors must continually communicate with subordinates.
Channels of Communication
Because large organizations are so complex, communication channels used by the manager
may be upward, downward, horizontal, diagonal, or through the “grapevine.”
In upward communication, the manager is a subordinate to higher management. Needs and

wants are communicated upward to the next level in the hierarchy. Those at this higher level
make decisions for a greater segment of the organization than do the lower level managers.
In downward communication, the manager relays information to subordinates. This is a

traditional form of communication in organizations and helps to coordinate activities in
various levels of the hierarchy.

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In horizontal communication, managers interact with others on the same hierarchical level as
themselves who are managing different segments of the organization. The need for horizontal
communication increases as departmental interdependence increases.
In diagonal communication, the manager interacts with personnel and managers of other
departments and groups such as physicians, who are not on the same level of the
organizational hierarchy. Although these people have no formal authority over the manager,
this communication is vital to the organization’s functioning. Diagonal communication tends to
be less formal than other types of communication.
The most informal communication network is often called the grapevine. Grapevine
communication flows quickly and haphazardly among people at all hierarchical levels and
usually involves three or four people at a time.
*Senders have little accountability for the message, and often, the message becomes
distorted as it speeds along. Given the frequency of grapevine communication in all
organizations, all managers must attempt to better understand how the grapevine works in
their own organization as well as who is contributing to it.
Grapevine communication is subject to error and distortion because of the speed at which it
passes and because the sender has little formal accountability for the message.
Elements of Nonverbal Communication

According to researchers, body language is thought to account for between 50% and 70% of
all communication (Cherry, 2016). Nonverbal communication then must be examined in the
context of the verbal content.
Because nonverbal communication indicates the emotional component of the message, it is

generally considered more reliable than verbal communication.
Silence
Silence can also be used as a means of nonverbal communication. This supports the old adage
that even silence can be deafening.
The following section identifies other nonverbal clues that can occur with or without
verbal communication.
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Space
The study of how space and territory affect communication is called proxemics (Cherry,
2016).
 All of us have an invisible zone of psychological comfort that acts as a buffer against
unwanted touching and attacks. The degree of space we require depends on who we are
talking to as well as the situation we are in. It also varies according to cultural norms.
 Some cultures require greater space between the sender and the receiver than others. In
the United States, between 6 and 18 inches of space is typically considered appropriate
only for intimate relationships, between 18 inches and 4 feet is appropriate for personal
interactions, between 4 and 12 feet is common for social exchanges, and more than 12 feet
is a public distance (Cherry, 2016).
Environment
 The area where communication takes place is an important part of the communication
process.
 Communication that takes place in a superior’s office is generally taken more seriously than
that which occurs in the cafeteria.
Appearance
 Much is communicated by our clothing, hairstyle, use of cosmetics, and attractiveness. Care
should be exercised, however, to be sure that organizational policies regarding desired
appearance are both culturally and gender sensitive.
Eye Contact
 Unfortunately, eye contact over the last 10 to 15 years has plummeted as a result of
individuals looking down at their smart devices when they are supposedly communicating
with other people (Decker, 2013) says, “If you don’t have eye communication, you flat out
don’t have communication” (para. 2). That is because this nonverbal clue is associated
with sincerity.
Posture
 Posture and the way that you control the other parts of your body are also extremely
important as part of nonverbal communication. For example, Cherry (2016) suggests that
sitting up straight may indicate that a person is focused and paying attention to what’s
going on.
 Sitting with the body hunched forward, on the other hand, can imply that the person is
bored or indifferent. Crossing arms across one’s chest may suggest defensiveness or
aggressiveness. Moreover, the weight of a message is increased if the sender faces the
receiver; stands or sits appropriately close; and, with head erect, leans toward the receiver.
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Gestures
 A message accented with appropriate gestures takes on added emphasis. Too much
gesturing can, however, be distracting. For example, hand movement can emphasize or
detract from the message. Gestures also have a cultural meaning. Some cultures are more
tactile than others. Indeed, the use of touch is one gesture that often sends messages that
are misinterpreted by receivers from different cultures.
Facial Expression and Timing

 Effective communication requires a facial expression that agrees with your message. Staff
perceive managers who present a pleasant and open expression as approachable. Likewise,
a nurse’s facial expression can greatly affect how and what clients are willing to relate. On
the other hand, hesitation often diminishes the effect of your statement or implies
untruthfulness.
Vocal Expression
 Vocal expression isn’t just about the tone of your voice; it combines a number of things.
Vocal expression is about how you deliver your message with words and how you express
those words. When have good vocal expression, you can convey emotion and character to
your audience simply by your pitch, your pronunciation, and the speed at which you speak.
 Your voice has its own personality, and it’s influenced by your natural pitch. It’s the reason
some people sound powerful or articulate and others sound brash or squeaky. Some
people have a wide pitch range, which allows them to be incredibly expressive. Others have
a very small range, which leads them to be monotonous. When you understand your
natural pitch range, you can work with it and use it to your advantage when you’re
speaking.
 Your tone is what you use to carry emotion in your voice. Think about how your tone
changes when you are happy, angry, sad, or surprised. Tone plays a big role in vocal
expression, and it’s limited only by your natural pitch.
Here are some things you can start doing today to improve your vocal expression:
 Practice breathing techniques. Breathe from deep within your diaphragm, not just from
your lungs. Place your dominant hand on your stomach and notice where it moves in and
out. That’s your diaphragm. When you breathe from it, your tone improves because you are
taking in and expelling more oxygen.
 Practice speaking slower. It’s common for people to speak faster when they’re nervous.
If you think you’re speaking slow enough, record yourself using a recorder or your phone
and you’ll most likely see that you are speaking too quickly to be understood clearly.
 Practice taking a pause. This goes along with speaking slower. If you have a hard time
slowing your speaking pace down, take deliberate pauses throughout your presentation and
force yourself to slow down.
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 Practice working your pitch range. You know how high and low your voice can go. How
can you use that range to make your presentation for expressive and interesting?
Verbal Communication Skills

 Highly developed verbal communication skills are critical for the leader-manager.
 Ibe (2013) notes the inability to communicate needs or to challenge other people’s ideas
can cause tension in relationships, leading to stress, anxiety, or even depression.
 Assertive communication, on the other hand, reduces this type of stress, improves
productivity, and contributes to a healthy workforce. Assertive communication is a way
of communicating that allows people to express themselves in direct, honest, and
appropriate ways that do not infringe on another person’s rights.
 Passive communication occurs when a person suffers in silence, although he or she
may feel strongly about the issue. Thus, passive communicator avoid conflict, often at
the risk of bottling up feelings which may lead to an eventual explosion (Ibe, 2013).
 Aggressive communication is generally direct, threatening, and condescending. It
infringes on another person’s rights and intrudes into that person’s personal space.
This behavior is also oriented toward “winning at all costs” or demonstrating self-
excellence.
 Passive–aggressive communication is an aggressive message presented in a passive
way. It generally involves limited verbal exchange (often with incongruent nonverbal
behavior) by a person who feels strongly about a situation.
Assertive communication is not rude or insensitive behavior; rather, it is having an

informed voice that insists on being heard.
When under attack by an aggressive person, an assertive person can do several things:
Reflect. Reflect the speaker’s message back to him or her. Focus on the affective components
of the aggressor’s message. This helps the aggressor to evaluate whether the intensity of his
or her feelings is appropriate to the specific situation or event.
Repeat the assertive message. Repeated assertions focus on the message’s objective content.
They are especially effective when the aggressor overgeneralizes or seems fixated on a
repetitive line of thinking.
Point out the implicit assumptions. This involves listening closely and letting the aggressor
know that you have heard him or her. In these situations, managers might repeat major points
or identify key assumptions to show that they are following the employee’s line of reasoning.

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Restate the message by using assertive language. Rephrasing the aggressor’s language will
defuse the emotion. Paraphrasing helps the aggressor to focus more on the cognitive part of
the message. The manager might use restating by changing a “you” message to an “I”
message.
Question. When the aggressor uses nonverbal clues to be aggressive, the assertive person can
put this behavior in the form of a question as an effective means of helping the other person
become aware of an unwarranted reaction.
As in nonverbal communication, the verbal communication skills of the leader-manager in a

multicultural workplace require cultural sensitivity.
SBAR and ISBAR as Verbal Communication Tools
 SBAR and ISBAR (adds identification as first step) are strategies that have been developed
to address this problem.
 SBAR, first used in the Navy to standardize important and urgent communication in nuclear
submarines and further developed by Kaiser Permanente, is an easy-to-remember tool that
provides a structured, orderly approach in providing accurate, relevant information in
emergent patient situations as well as routine handoffs
 Handoffs (verbal exchange of information, which occurs between two or more health-care
providers about a patient’s condition, treatment plan, care needs, etc.) typically occur both
at change of shift and when patients are transferred to different units.
Written Communication Within the Organization

Perkins and Brizee (2013) suggest that business memos have a twofold purpose: They bring
attention to problems and they solve problems. Thus, it is important to choose the audience of
a memo wisely and to ensure that everyone on the distribution list of the memo actually
needs to read it. In addition, memos should not be used for highly sensitive messages, which
are better communicated face-to-face or by telephone (Perkins & Brizee, 2013).
Perkins and Brizee (2013) suggest that business memos should be composed of the
following components:
Header (includes the to, from, date, and subject lines): one eighth of the memo

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Opening, context, and task (includes the purpose of the memo, the context and problem, and
the specific assignment or task): one fourth of the memo
Summary, discussion segment (the details that support your ideas or plan): one half of the
memo
Closing segment, necessary attachments (the action that you want your reader to take and a
notation about what attachments are included): one eighth of the memo
Writing professional correspondence:

 Keep your message short and concise. Less than one page is always preferred. Use bullets
to highlight key points.
 Use the first paragraph to express the context or purpose of the memo and to introduce
the problem.
 In the next paragraphs, address what has been done or needs to be done to address the
problem at hand.
 Add a conclusion to summarize the memo, to clarify what the reader is expected to do, and
to address any attachments that are a part of the memo.
 Focus on the recipient’s needs. Make sure that your communication addresses the
recipient’s expectations and what he or she needs to know.
 Use simple language so that the message is clear. Keep paragraphs to less than three or
four sentences.
 Review the message and revise as needed. Almost all important communication requires
several drafts.
 Always reread the written communication before sending it. Look for areas that might be
misunderstood.
 Pay attention to tone. Have all of the key points been made?
 Use spelling and grammar checks to be sure that the communication looks professional.
 Remember that your document is a direct reflection of you, and even the most important
message will likely be ignored if the communication is perceived as unprofessional.
American Nurses Association/National Council of State Boards of

Nursing Principles for Social Networking
1. Nurses must not transmit or place online individually identifiable patient information.
2. Nurses must observe ethically prescribed professional patient–nurse boundaries.
3. Nurses should understand that patients, colleagues, institutions, and employers may view
postings.

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4. Nurses should take advantage of privacy settings and seek to separate personal and
professional information online.
5. Nurses should bring content that could harm a patient’s privacy, rights, or welfare to the
attention of appropriate authorities.
6. Nurses should participate in developing institutional policies governing online conduct.
Source: American Nurses Association. (2011). Principles for social networking and the nurse.
Silver Spring, MD: Author; National Council of
State Boards of Nursing. (2011). White paper: A nurses’ guide to the use of social media.
Chicago, IL: Author. Retrieved June 16, 2013, from
http://www.nursingworld.org/FunctionalMenuCategories/AboutANA/Social-Media/Social-
Networking-Principles-Toolkit/6-Tips-for-Nurses-
Using-Social-Media-Poster.pdf
Nurse-to-nurse bedside reporting is a vital communication process whereby pertinent patient

information is transferred from one nurse to another to ensure continuity of care of patient
(Ong & Coiera, 2011; Jeffs et al. 2013).
Key challenges: patient confidentiality, lack of confidence, not knowing what to say during
bedside reporting, the view that this type of reporting is more time consuming (Chaboyer et
al. 2010; Maxon et al.2012; Wakefield et al. 2012; Jeffs et al, 2013).
Prepare a short video (of a minimum 3 minutes-5 MINUTES) performing the handoffs of your
cared patient. Submit through our goggle classroom. (50 points as additional for your quiz)

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LESSON
4 CHANGE AND CONFLICT
5
HOURS
Change and conflict are ever present in health care today, thanks to constantly evolving
technology, new regulations, changing public expectations, increasing environmental concerns,
and heavy demand on scarce resources. In turn, nurses must be knowledgeable about the change
process and understand that conflict can result when the process is ineffective. In the dynamic
environment of health care, change is inevitable and unpredictable, and it affects staff, patients,
and the organization overall. Historian and critical feminist Joan Wallach Scott states, “Those who
expect moments of change to be comfortable and free of conflict have not learned their history”
(Quote Garden, 2016). Change in the work environment can create uncertainty and elicit
emotional responses from employees (Bowers, 2011; Murray; 2017)

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At the end of this lesson, you are expected to:
Compare and contrast traditional change theories and models.

● Discuss emerging change theories.
● Describe the nurse leader and manager’s role in the change process.
● Identify common human responses to change.
● Describe types of conflict common in the workplace.
● Describe five approaches to managing conflict.
Video related to change:

https://fb.watch/9wyO6_WSNv/

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Although change is a very common cause of conflict, wise nurse leaders and managers
recognize that conflict is always present in the workplace (Porter-O’Grady & Malloch, 2013).
Further, conflict is dynamic and does not disappear; rather, it can only be managed. Nurse leaders
and managers have a responsibility to acquire the knowledge, skills, and attitudes to manage and
lead change, engage staff in consensus building, and conflict management (ANA, 2016).
In this lesson, traditional and emerging change theories and models are discussed. In
addition, guidelines for managing change and innovation and conflict are covered. Knowledge,
skills, and attitudes related to the following core competencies are included in this lesson: patient-
centered care and teamwork and collaboration.
CHANGE THEORIES
Change is a dynamic process that results in altering or making something different. Change can
be planned or unplanned.
1. Planned change is purposeful, calculated, a collaborative, and it includes the deliberate
application of change theories (Mitchell 2013; Roussel, 2013; Murray, 2017). Change that is purposeful
and planned is usually well receive by staff.
2. unplanned change occurs when the need for change is sudden an necessary to manage a crisis.
Unplanned change can cause anxiety and stress among staff members.
 Successful nurse leaders and managers manage unplanned change “through effective
communication, adaptability, coordination, and the ability to remain grounded” (Erickson, 2014;
Murray, 2017).
 Highly effective nurse leaders and managers develop high-functioning, empowered teams whose
members know what is expected, remain calm during crisis, and do what is right for the patients
(Erickson, 2014; Murray, 2017).
 Closely related to and frequently an integral part of change is innovation, the process of creating
something new after thoughtful analysis of a phenomenon or situation.
 Planned change is best carried out using a theoretical framework or model (Mitchell, 2013;
Shirey, 2013; Murray, 2017).
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 The situation at hand and the type of change being implemented help determine the appropriate
theory or framework to apply, lead, and manage the process, and this approach can result in a
sustainable change (Shirey, 2013; Murray, 2017)
There are eight main change management models organizations turn to for
inspiration.
1. Lewin's change management model.
2. The McKinsey 7-S model.
3. Kotter's change management theory.
4. ADKAR change management model.
5. Nudge theory.
6. Bridges transition model.
7. Kübler-Ross change management framework.
The most common change theories and models used fall into two categories:
1) traditional theories and models

2) emerging theories.
Traditional Change Theories and Models

Traditional change theories and models are linear and suggest that change occur in a
sequential manner. For the change to be successful, the organization or unit must progress through
each stage. These theories require ongoing work to ensure that goals are met and change is
sustained.

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Lewin’s Force-Field Model (1951)
 Lewin’s Force-Field theory is one of the most widely used theories.
 Lewin believed that change results from two field or environmental forces:
1) driving forces (helping forces) that attempt to facilitate the change and move it forward
2) restraining forces (hindering forces) that attempt to impede change and maintain the status
quo.
 Successful change requires the driving forces to be greater than the restraining forces.
This three-step change model involves unfreezing the status quo, moving toward the new
way, and refreezing or stabilizing the change for sustainability (Lewin, 1951; Mensik, 2014;
Shirey, 2013; Murray, 2017):
1. The unfreezing stage is the point at which it is determined that change is needed, and driving
and restraining forces are identified.
 The change agent must create a sense of urgency to change, strengthen the driving
forces, and weaken the restraining forces for successful change.
 During this stage, nurse leaders and managers can help prepare staff members for the
change by helping them recognize the need for change, building trust, and actively
engaging staff in the change process.
 Motivation to change occurs in this stage.
2. The moving stage begins the initiation of the desired change.

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 Information is gathered, the change is planned, and movement toward changing begins
in this stage.
 During the moving stage, the new innovation is examined, accepted, and tried.
 This stage requires unfreezing and moving toward a new way of thinking and behaving.
 Nurse leaders and managers can facilitate movement by coaching those affected by the
change to overcome fears and engage them in problem solving and working toward the
desired outcome.
3. The refreezing stage involves stabilizing the change and achieving equilibrium.
 The innovation is incorporated into the routine.
 The change becomes the new norm. In this stage, nurse leaders and managers should
reinforce the change through formal and informal processes including policies,
procedures, standards of care, and other common tools used throughout the
organization.
 This stage is crucial to sustaining change over time.
Lippitt’s Phases of Change Model (1958)

Lippitt, Watson, and Wesley (1958) expanded Lewin’s original theory by identifying additional
stages of the change process. The Phases of Change Model uses language similar to the
nursing process and focuses more on the people involved in the change process than on the
change process itself. This model stresses the importance of communication and rapport with
those involved in the process.
The model follows these seven steps (Lippitt, Watson, & Wesley, 1958; Mensik, 2014
Mitchell, 2013):
1. Diagnosing the problem involves identifying the need for the change and recruiting
others to assist with data collection.
 Effective communication is critical in the first phase to avoid miscommunication through
the grapevine. Nurse leader and managers can spearhead drafting a plan for change at this
time.
2. Assessing the motivation and capacity for change is actually assessing the unit or
organization for readiness to change.
 Nurse leaders and managers must communicate with those affected by the change,
respond to concerns, provide rationale for the change, and identify possible resistance to
the change.
3. Assessing the change agent’s motivation and resources must be done for successful

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change to occur.
 The change agent must be willing to commit to the change and see the process through
to the end. This phase requires nurse leaders and managers to identify their role in the
change process. They must be realistic about the time commitment necessary and recruit
assistance.
4. Selecting progressive change objectives involves clearly defining the change, establishing
realistic goals, and developing a plan for change.
 Nurse leaders and managers actively assess their team and delegate appropriate
responsibilities during this phase of the process.
5. Choosing an appropriate role for the change agent and implementing the plan for
change comprise one of the final steps.
 It is important that nurse leaders and managers remain flexible during this stage.
6. Maintaining the change after it has started and as it is being incorporated into
the unit or organization culture is critical.
 Nurse leaders and managers monitor the stability of the change as it becomes part of the
system.
 Communication and feedback are critical during this phase to avoid regressing to the
previous state.
7. Terminating the helping relationship once the process has stabilized occurs when
the change agent withdraws from the process and the change is evaluated.
 Nurse leaders and managers continue monitoring and evaluating the change for
sustainability.
 The role of the change agent is extremely important in Lippitt’s model.
 Nurse leaders and managers most often function in the change agent role and are
responsible to drive “the innovation into everyday practice” (Mensik, 2014; Murray, 2017)
Rogers’ Innovation-Decision Process (1995)

Rogers (1995) broadened Lewin’s theory and developed a five-stage innovation decision
process, which consists of a series of actions and choices over time that an individual or
decision-making unit must follow. Further, recognizing the common behavioral responses to
change that individuals may experience can facilitate change.

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The five stages are as follows (Rogers, 1995; Shirey, 2006; Murray, 2017):
1. Knowledge occurs when an individual or decision-making unit is exposed to an innovation

and gains understanding of how it functions.
 Nurse leaders and managers create the need for the innovation and increase motivation
among staff members to learn more about the innovation.
2. Persuasion occurs when an individual or decision-making unit forms a favorable or

unfavorable attitude toward the innovation.
 The perceived attributes of the innovation are key in this stage.
 Nurse leaders and managers can engage staff members to share positive experiences
with the innovation with their peers to promote favorable attitudes.
3. Decision occurs when an individual or decision-making unit engages in activities to adopt or

reject the innovation.
 To facilitate adoption, nurse leaders and managers may want to pilot the innovation on a
specific unit.
 Staff members can then experience the desirable qualities of the innovation.
4. Implementation occurs when an individual or decision-making unit begins using an

innovation.
 Nurse leaders and managers must ensure that adequate technical support and proper
infrastructure are available during implementation to avoid stalling the innovation.
5. Confirmation occurs when an individual or decision-making unit seeks reinforcement

of a decision made or reverses a previous decision to adopt or reject innovation (Rogers, 1995,
Murray, 2017).
 Nurse leaders and managers may provide encouragement and validate that the decision
was the correct one (Shirey, 2006; Murray; 2017).
 Nurse leaders and managers must deal with behavioral responses to change and attempt
to figure out how to channel negative responses into support for the change or
innovation (Rogers, 1995; Murray, 2017).
 Nurse leaders and managers are involved in creating a shared vision for the innovation
and provide the leadership needed to sustain the change (Mensik, 2014; Murray; 2017).
Kotter’s Eight-Stage Process of Creating Major Change (1996)

Kotter (1996) suggested that successful change involves a multistep process that
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overcomes all sources of resistance and must be directed by high-quality leadership.
He describes eight stages of the change process that can help nurse leaders and
managers manage change cognitively as well as emotionally (Kotter, 1996; Murray, 2017):
1. Establishing a sense of urgency involves examining the competition or need for

change to improve quality and/or safety. During this stage, nurse leaders and
managers must discuss major opportunities and potential crises identified and
present convincing evidence for the need to change.
2. Creating the guiding coalition means putting together a group with the necessary
power to lead the change and getting everyone to work together. Identifying
key staff members and empowering them to participate in the change process is
important for nurse leaders and managers during this stage.
3. Developing a vision and strategy means creating a vision to direct the change effort.
Nurse leaders and managers spend time during this stage making the vision
clear and understandable for everyone.
4. Communicating the change vision to everyone involved in or affected by the change

is important, as is having the leader or manager model the behavior expected of
employees. The goal for nurse leaders and managers is to persuade as many staff
members as possible to embrace the vision.
5. Empowering broad-based action involves changing systems or structures that

undermine the vision, getting rid of obstacles, and encouraging risk taking
and nontraditional ideas. Nurse leaders and managers must actively confront
opponents. In addition, they can provide information and assist staff members
to embrace the vision.
6. Generating short-term wins consists of planning for and creating improvements

in performance, or “wins,” and visibly recognizing and rewarding those responsible
for the “wins.” The focus is on lessening the impact of the cynics, pessimists,
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and skeptics by rewarding and motivating staff members embracing the
change (Salmela, Eriksson, & Fagerström, 2013).
7. Consolidating gains and producing more change include using increased credibility
to change systems and processes that do not fit the vision. This stage also involves
hiring, promoting, and developing those who can implement the vision, as well
as reinvigorating the process with new projects and themes.
8. Anchoring new approaches in the culture is creating better performance through

productivity orientation and through better and more effective leadership and
management. In this stage, the connection between behavior and organizational
success is emphasized, as well as ensuring leadership development and succession
(Kotter, 1996; Murray, 2017). Nurse leaders and managers focus on sustaining the
change or innovation.
Nurse leaders and managers are seen in Kotter’s model as important during the
various phases of the process because of their keen communication skills, ability
to anchor the vision of the change, and skill in persuading staff members to embrace
the change (Salmela et al., 2013; Murray, 2017).
Chaos Theory
 word chaos is derived from the Greek language and means “formless matter.” However,
even when a system may appear chaotic and disorderly, there is actually an underlying
complex order.
 Chaos theory is nonlinear and unpredictable, and it explains why a small change in one
area can have a large effect across an organization. This is also known as the “butterfly
effect,” or the notion that the flapping of a butterfly’s wings in one part of the world can
have a major impact, such as a hurricane or tsunami, on the other side of the world
(Crowell, 2011; Mensik, 2014; Porter-O’Grady & Malloch, 2010; Murray, 2017).
 Nurse leaders and managers must be aware of the complexity of health care, the unit,
and the organization. Further, they must understand that, because of multiple factors,
decisions made can result in changes that were unintended.
Learning Organization Theory
Learning organization theory was first described by Senge (1990), who suggested
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that to excel, future organizations will need to “discover how to tap people’s commitment
and capacity to learn at all levels in an organization”. He called on
leaders to move away from traditional authoritarian “controlling organizations” to
learning organizations. In a learning organization, all staff members are involved in
problem-solving and implementing change and innovation, and this involvement
enables the organization to respond quickly to chaos.
 Senge (1990) defined a learning organization as an “organization where people continually
expand their capacity to create the results they truly desire, where new and expansive
patterns of thinking are nurtured, where collective aspiration is set free, and where people
are continually learning how to learn together”.
 Senge identified systems thinking, personal mastery, mental models, building shared vision,
and team learning as five disciplines that organizations need to adopt and practice to become
learning organizations.
 The more learning that occurs, the more aware the members become of what they can still
learn.
 In health care, adopting the five disciplines has the potential to result in high-quality and safe
patient care.
 Nurse leaders and managers who help staff members see the larger system build an
understanding of complex problems. This understanding enables staff members to
develop long-term changes and work together to impact the whole system, rather
than pursuing symptomatic fixes to parts of the whole (Senge, Hamilton, & Kania, 2015). In
turn, change and innovation can be sustained over time.
MANAGING CHANGE AND INNOVATION

Managing change and innovation requires nurse leaders and managers to know
the who, why, what, when, and how of change (Porter-O’Grady & Malloch, 2013; Murray,
2017):
1. Who: The who of change are the key stakeholders (e.g., patients and families,
employees, communities) related to the work to be changed. To be able to change
or motivate stakeholders, nurse leaders and managers must understand their
own comfort and competence related to change. Nurse leaders and managers
must be self-aware regarding their knowledge or lack of knowledge of the change
process, personal comfort with change and risk taking, relationships, conflict,
and negotiation skills.
2. Why: The why of change is a reasonable rationale for the change. A lack of
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understanding for the reason for change can result in resistance and unsuccessful
implementation of the change and innovation. Given the complexity of health
care and the limited resources today, change and innovation should be evidence
based and linked to patient safety, quality health care, and improving the work
environment.
3. What: The what of change is the actual change or innovation being implemented.
Identifying what to change is determined after the rationale for the change is
clear. Change and innovation may involve revising or creating policies, processes,
procedures, and/or standards. Keep in mind that implementing the specific
change may require additional resources and technology as well as education
and competency development for staff.
4. When: The when of change is determining at what point to start the change
process and how long it will take to achieve the change. The timing for change
can be directed by the impetus behind the change. However, when to change is
best determined by those who will be most involved with or impacted by the
outcome of the change.
5. How: The how of change involves the techniques or processes needed for successful
and sustainable change.
Facilitating change and innovation is more than establishing and implementing a

plan. It requires four specific competencies (Porter-O’Grady & Malloch, 2013; Murray,
2017):
1. Personal knowledge of and accountability for one’s own strengths and limitations
specific to change and innovation, including technical capability and computer literacy
2. Understanding the essence of change and innovation concepts as well as the
tools of innovation
3. The ability to collaborate and fully engage team members
4. Competence in embracing vulnerability and risk taking

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Conflict Management
Conflict
 internal and external discord that results in from differences in ideas, values or feelings
between 2 or more people. It arises because of differences in economic and
professional values.
 Is a state of disharmony among people and occurs when people have differing views.
 Unmanaged conflict can result in decreased staff morale, increased turnover, poor-
quality patient care, increased health-care costs, and patient dissatisfaction (Losa
Iglesias & De Bengoa Vallejo, 2012; Murray, 2017).
 Common factors that result in conflict can be related to personnel issues, work
environment, power struggles, differing value systems, and leadership and
management styles (Padrutt, 2010; Murray, 2017).
 Nurse leaders and managers must strive to promote “ongoing evaluation and continuous
improvement of conflict resolution skills” (ANA, 2016, p. 49).
 Nurse leaders and managers spend close to one-fourth of their time in conflict
management activities (Padrutt, 2010; Rundio & Wilson, 2013; Valentine, 2001).
 Findings from one study suggest that interpersonal conflicts in the workplace should be
confronted directly, constructively, and together with those involved (Mahon & Nicotera,
2011).
 Nurses in general are highly unlikely to confront conflict and respond by avoidance or
withdrawal (Mahon & Nicotera, 2011).
 Poorly managed conflict can pose additional problems in the workplace such as job
dissatisfaction, depression, increased turnover, compromised patient safety, and
aggression.
Types of Conflict
1. Intrapersonal Conflict
 Is an internal conflict, or a conflict coming from within a person.

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 An individual may be confronted with an issue or situation that creates a sense of
discomfort within. An individual nurse’s intrapersonal conflict can affect others on the unit,
thus resulting in interpersonal conflict (Padrutt, 2010; Murray, 2017).
2. Interpersonal Conflict
 Occurs when there is a disagreement between or among two or more people.
 The disagreement can be related to differing values, ethics, goals, beliefs, or priorities
 Interpersonal conflict is very common in the workplace.
3. Intergroup Conflict. This level of conflict occurs between different groups within a larger
organization or those who do not have the same overarching goals.
4. Organizational Conflict
 Organizational conflict can result when there is disagreement between staff and
organizational policies and procedures, standards, or changes being made.
Conflict Management Strategies

There are five common strategies for conflict management (Thomas & Kilman,
1977; Murray, 2017), and each is used successfully to manage conflict in different situations.
Typically, most people use a combination of strategies when dealing with conflict.
The five strategies are as follows (Thomas & Kilman, 1977; Murray, 2017):
1. The avoiding strategy involves withdrawing or hiding from the conflict. The strategy is not
always effective in resolving conflict and just postpones the conflict. Because the conflict is not
resolved, it may reappear again later.
2. Accommodating involves sacrificing one’s own needs or goals and trying to satisfy another’s
desires, needs, or goals. This strategy does not resolve conflict and may result in future
conflict.
3. Individuals who use the competing strategy pursue their own needs, desires, or goals at the
expense of others. The competitor wants to win and is not cooperative. This strategy is power
driven and can result in aggression

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4. Compromising is an effective conflict management strategy. When compromising, everyone
gives something up, and everyone gets something they want in return. However, to be
effective, those involved must be on an even playing field.
5. Collaborating is the best strategy to use in conflict management because it involves a

shared approach to resolving conflict. Shared goals are identified, and a commitment to
working together is implemented by those involved. Collaborating is time consuming, but it
results in the best chance of a resolution (Padrutt, 2010).
Role of Nurse Leaders and Managers in Addressing Conflict

Nurse leaders and managers need to mediate when interpersonal or intergroup
conflict occurs to avoid negative effects on nursing care and patient outcomes.
Elements that should be explored include the following (Porter-O’Grady

& Malloch, 2013):
1. Mutual respect: Those involved in the conflict may need a reminder to be respectful and
focus on the issue and not the other person.
2. Needs versus wants: The nurse leader and manager must help those involved
differentiate between what they need and what they want.
3. Compassion and empathy: Those involved in the conflict may need assistance
understanding each other and hearing the other person’s position.
4. Staying in the “I”: The nurse leader and manager reminds those involved to focus
on “I” statements and avoid using “you” statements and avoid blaming.
A successful nurse leader and manager identifies conflict, works with those
involved to manage and/or resolve the issues, and moves on (Porter-O’Grady
& Malloch, 2013; Murray, 2017).

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Conflict Resolution Strategies
1. Use of dominance and Suppression

o Win lose strategy
o Loses feels angry
2. Restriction – autocratic coercive style that uses indirect and obstructive expression of
conflict.
3. Smoothing Behavior – persuades the opponent in a diplomatic way
4. Avoidance Behavior – 2 parties are aware of the conflict but choose not to acknowledge
or attempt to resolve it.
5. Majority rule – unanimous decision
6. Compromising – consensus strategy where each side agrees solutions
7. Interactive Problem Solving – constructive process in which the parties involve
recognized that conflict, assist and openly try to solve the problems
8. Win-Win Strategy – focuses on goals and attempts to meet the needs of both parties.
9. Lose-Lose Strategy – neither side wins
10. Confrontation – most effective means of resolving the conflict. Resolves through
knowledge and reason brought out in an open.
11. Negotiation – “give and take”
ADKAR
The ADKAR Model of change is a well-known and widely used tool that helps you analyze your
change and better understand it.
The word “ADKAR” is an acronym for the five outcomes an individual needs to achieve for
a change to be successful: Awareness, Desire, Knowledge, Ability and Reinforcement. This
powerful model is based on the understanding that organizational change can only happen when
individuals change.

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Taking one element at a time, let’s consider how change makers can put the ADKAR
model into practice:
1. Awareness: Communicate the reason for change
To create awareness for why the change is needed, communicate the rationale from
different angles, preferably with personal stories. People don’t need another “bullet list”— they
prefer to listen to true stories about what challenges there are in the current state and what
could be achieved in the desired state.
Enabling open dialogue between people is important to have them reflect, ask questions,
and share their own examples and experiences. You can also conduct video interviews with
customers or employees to showcase various perspectives and make a strong case for the
change.
2. Desire: Empower and engage individuals
How can you motivate people to want change?

This element of change management is complex since you can’t tell people how to feel.
But there are specific reasons people might resist change. Studies show that employees can best
embrace change—even if it has negative consequences—when they feel properly treated and
listened to throughout the different phases of the change process.
A common mistake is to invite employees to a strategy kick-off where they are engaged in
a dialogue about the change, and then not follow up afterwards. Employees are tired of writing
ideas on post-its and flipcharts that they never get feedback on.
Therefore, regular communication and involvement are key to increasing the desire for
change and to ensure a change resistance won’t build up due to frustration. Make your
employees feel heard by inviting them to share their knowledge and experiences, giving them
feedback, and answering any questions they have.

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3. Knowledge: Learn by sharing
Social learning is key to spreading knowledge in your organization and create value. Don’t
just send people off to a course, but make sure you have the structure and tools in place for
them to implement new ideas.
4. Ability: Identify and address barriers
While knowledge is about theory and understanding, ability is all about how you can get
things done.
What’s hindering people from contributing to the change? There are several reasons
people might feel unable to participate. By keeping your ear to the ground, you’ll be able to
identify and monitor potential barriers. Ask people how things are going, and what they’ve been
working on. You might discover they don’t know how to prioritize their tasks, or they can’t get in
touch with the right people. They might feel limited by their own personal skills, by time, or by
structures in your organization.
As a leader, encourage people to believe in themselves and their abilities. Give people
credit even if they fail, as they’ll learn from their mistakes. While it’s hard to discuss weaknesses
in the workplace, make it clear that there should be no shame in asking for help.
5. Reinforcement: Keep your eye on the ball
A major challenge with organizational development is making change stick. How can you
ensure things don’t go back to how they were before?
To sustain the change, keep talking about how things are progressing, celebrate
milestones, and share success stories. Continuously share messages and stories about the
change—whether it’s a video from a happy customer or a quotation from an employee—to
ensure people understand how the change is working, and what still needs to be done.
Encourage managers to follow up with employees in 1-on-1 meetings. Give people the
opportunity to talk about any obstacles that arise to ensure they can be addressed right away.
Bring it all together in one central platform
Even with these models in place, research shows it’s still incredibly difficult to succeed
with change. The ADKAR model tells you what you need for successful change management. But
you still need to know how to communicate the work to be done and effectively involve and
inspire people throughout the whole process.
Howspace is a digital platform that can help you put all these building blocks into action.
Participants can take an active role in the change process by using one central platform to share
their thoughts and collaborate.
https://www.howspace.com/resources/how-to-take-the-adkar-model-from-theory-to-
practice
Summary
Nurse leaders must be able to manage conflict and help facilitate conflict resolution. The
collaborative approach, pursuing a win-win, is an example of how looking at conflict as an
opportunity to strengthen relationships can lead to positive results. Implementing this approach
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properly should have the result of not only resolving the conflict at hand but doing so in a way
that benefits staff and the broader team environment.
https://www.aapacn.org/article/conflict-resolution-achieving-the-win-win/
This applies to Learning Activities / Assessment :
How Do You Respond to Change?
Think about a recent experience that involved some type of change on your part.
1. What category of adopters do you fall under?
2. Do you believe you need improvement in how you respond to change?
3. List two or three strategies you can use to improve your response to change.

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REPUBLIC OF THE PHILIPPINES

NORTHERN NEGROS STATE COLLEGE OF SCIENCE AND

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SUN-NEGROS: A glocally recognized university offering distinctively – niched academic

programs engaged in dynamic quality instruction, research and extension by 2025.

to contribute to nation – building by providing education, training, research and resource

creation opportunities in various technical and disciplinal areas.

UPGRADEd instruction, research, extension and governance for glocal recognition.

1. Demonstrate logical thinking, critical judgment and independent decision-making on any

2. Demonstrate necessary knowledge, skills and desirable attitudes expected of one’s

3. Exhibit necessary knowledge, skills and desirable attitudes in research

4. Exhibit proactive and collaborative attributes in diverse fields

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The program shall produce a graduate who can:

NONESCOST BS Nursing Program Outcomes:

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INTRODUCTION- Overview of the lesson

LEARNING OUTCOMES- Lesson objectives for you to ponder on

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PRESENTATION- A smooth transition to the lesson

TEACHING POINTS- Collection of ideas that you must discover

ASSESSMENT – To test your understanding in the lesson you discovered

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Philosophy, Vision, Mission, Goal

Health care organizations

Patient Classification system

Continuing Professional Development

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Team work/group Processes

Record Management System

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Relevant PRBON resolutions affecting nursing practice e.g. 2012 national

Subject Area Coordinator : NATASHA KAY V. CHAN, RN, MN

Dean, CAS : AILEEN G. SYPONGCO, RN, MN

GAD Director : JACKIELEE A. ANACLETO, LPT, M.Ed

CIMD, Chairperson : MA. JANET S. GEROSO, LPT, Ph. D.

QA Director : DONNA FE V. TOLEDO, LPT, Ed. D.

VP- Academic Affairs, OIC : LEA MAE K. CALIMPONG, LPT, MAEd

Declaration of Copyright Protection

This course module is an official document of Northern Negros State

Quotations from, contractions, reproductions, and uploading of all or any

and from the NONESCOST.

This module shall be used for instructional purposes only.

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At the end of this lesson, you are expected to:

1. Identify different elements of directing

2. Differentiate directing from delegating.

This will serve as your assignment for 10 points.

Elaborate different steps becoming a nurse director.

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Video related to: how to become a nursing director (4:52)

Good Reasons for Delegation

Managers who do not delegate

 Does not trust

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Steps in Effective Delegating

This will be credited as your project: for 50 points

Name of Nurse Leader:

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At the end of this module, you are expected to:

1. describe the relationship between motivation and behavior