Republic of the Philippines

JOSE RIZAL MEMORIAL STATE UNIVERSITY

The Premier University in the Province of Zamboanga del Norte
Registration No. 62Q17082
OFFICE OF THE DEAN OF THE GRADUATE SCHOOL
Gov. Guading Adaza St., Sta. Cruz, Dapitan City
Province of Zamboanga del Norte

Course Code: NRSG 124A

Descriptive Title: Subject Code & Descriptive Title: NRSG 124A - Nursing Education
Administration II
Duration: One (1) Semester

COURSE DESCRIPTION AND OBJECTIVES:

COURSE DESCRIPTION: Nursing Administration is a major course of the Master’s

Program, Nursing Administration track. This course reviews selected theories, principles,
concepts and processes of management applied to nursing administration.

This course is divided into three parts:

1) Introduction – understanding leadership and management concepts and selected theories;

2) The Management Process - its application to nursing administration; and

3) Challenges and Opportunities in Nursing Administration.

COURSE LEARNING OUTCOMES: After completing the course, the students should be able
to:

1. Examine different theories, concepts, principles, and management processes involved in

nursing administration.
2. Utilize appropriate theories, concepts and principles of management applicable to
nursing administration across various settings.
3. Evaluate common management issues or challenges.
4. Generate rationale strategies in addressing management/administrative issues
identified.
5. Assess current trends and opportunities in healthcare management that will produce
positive patient and organizational outcomes.

COURSE OUTLINE
Unit I Introduction
1. Understanding the Differences: Leadership vs. Management
2. Understanding the Healthcare Environment in the Philippine Context
3. Selected Management Theories
4. Selected Leadership Theories
 Unit II The Management Process
1. Planning
2. Organizing
3. Staffing
4. Leading
5. Controlling

Unit III Challenges and Opportunities in Nursing Administration

1. Issues and Trends
2. Challenges and Opportunities

LEARNING ACTIVITIES
In order for the Learning Outcomes (LOs) to be achieved, the matrix below will present
the topics to be discussed and the time given for each topic to be completed, the materials to be
used, the teaching and learning activities to be done, as well as the kind of assessment to be
utilized.

Teaching and
Learning Outcomes
Time Topic Learning Assessment
(LOs)
Activities
Feb 11 and 1. Introduction to the Classroom Diagnostic
Understanding the 18, 2023 Course Leveling of discussion Assessment:
Differences: Leadership Expectations
vs. Management Seatwork Entry Essay/
2. Understanding the UNIT I INTRODUCTION (Worksheets) Problem-
Healthcare 1. Understanding the Solution Essay
Environment in the Differences:
Philippine Context a. Leadership vs.
3. Selected Management
Management Theories b. Distinguishing a
4. Selected Leadership manager from a leader
Theories
2. Managerial Roles
(Mintzberg)

3. Understanding the
Healthcare Environment
and the healthcare
settings in the Philippine
context
a. Hospital settings
b. Community settings
 4. Selected Management
Theories
Classroom
a. Scientific Management
discussion
(Frederick Taylor) In class
b. Bureaucracy (Max discussion
Seatwork
Weber)
(Worksheets)
c. Management Functions
adfg(Henri Fayol)
Feb 25, d. Activities of Management
2023 (Luther Gullick)
March e. Participative
4,2023 Management (Mary Parker
Follet)
f. Hawthorne Effect (Elton
Mayo)

5. Selected Leadership
Theories
a. Great Man Theory
b. Trait theories
c. Leadership Styles (Lewin,
Lippitt and White)
d. Contingency Theory
(Fiedler)
Classroom
e. Situational Approach Diagnostic
discussion
(Hersey & Blanchard) Assessment:
f. Transactional and
Transformational
Leadership (Burns)
g. Exemplary Leadership
(Kouzes and Posner)
h. Integrating Leadership
March 11- and Management (Gardner)
18,2023 i. Emotional Intelligence
Theory
j. Full-Range Leadership
Theory

6. Nurse Leader
Competencies (AONL)

7. Traits of an integrated
leader manager
The Management UNIT II The Management Classroom
Process 1. Planning 2. Process discussion Diagnostic
Organizing 3. Staffing Assessment:
4. Leading 5. 1. Planning (individual):
Controlling
a. Four Approaches to
Planning
• Reactive Diagnostic
• Inactive assessment:
Expository
• Preactive Essay

• Proactive
b. Types of Planning
c. Strategic Planning

 2. Organizing
a. Organizational
Structure
b. Relationships Diagnostic
and Chain of Assessment:
Problem-
Command
Solution Essay
c. Managerial Classroom
Levels Discussion

3. Staffing
(Overview) a. Steps
in Staffing
b. Functions of
Staffing
c. Types of Staffing

 4. Leading/Directing Classroom
a. Communication discussion
•
Communication
Process
• Modalities &
Tools for
Communication
• Principles of
Effective
Communication
• Organizational
Communication
• Barriers to
Effective
Communication
• Listening Skills

b. Supervision
 c. Motivation
• Types of
Motivation
• Motivational
Theories
1) Maslow’s Hierarchy of
Needs
2) Herzberg’s Two Factor
Theory
3) Vroom’s Expectancy
Theory
4) McClelland’s Three
Basic Needs
5) McGregor’s Theory X
and Theory Y

a. Delegation
• Criteria for Delegation
• Strategies for
Successful Delegation
• Common Errors
Classroom
Summative
discussion and FP
b. Conflict Management Assessment:
Counselling
• Conflict Process
• Categories of Conflict
• Conflict Resolution
Strategies
March
25,2023
f. Time Management
5. Controlling (Overview)
a. Quality Control
b. Nursing Audit
c. Quality improvement
Summative
Models Classroom
Assessment:
• Total Quality Management discussion
(TQM)
• Plan-Do-Check-Act
(PDCA)
d. Performance Appraisal
 1. UNIT III
2. Trends and Issues Classroom
April 1-
Challenges and discussion
8,2023
Opportunities
Challenges and
Opportunities in
Nursing Administration Summative
1. Issues and Trends 2. 1. Submission of Journal Assessment:
Challenges and Critique #1 on or
Opportunities before April 15, 2023. Classroom
Journal topic/theme discussion and
about management IMCI Assessment
April15,2023 Tool
process in nursing
service.

Submission of Journal
April,22 and Critique #2 on or before
29,2023 April 29, 2023. Journal
Individual Task
topic/theme about current Portfolio
trends or issues in nursing Assessment
May administration.
6,13,2023 Case analysis submission
Individual Task
on or before May 20, 2022.

COURSE REQUIREMENTS: Category Percent Distribution

Requirements
Examinations 30%
A. Mid-term 50%
B. Final Exam 50%
Case Analysis 20%
A. Content
• Executive Summary 15%
• Introduction (Statement 15%
of problem and
significance)
• Background 20%
Knowledge (ROL, at
least 5 sources)
• Discussion of 30%
Strategies and Expected
Outcome (with citations)
• Conclusion 10%
B. Technical
• Clarity of written
 presentation and 5%
cohesiveness of
explanations/discussion
s • Appropriate use of
APA format (citations 5%
and bibliography)
presentation

Report (Oral and Written)

A. Systematic and logical 20% 25%
presentation
B. Concise and accurate 25%
presentation
C. Use of audio-visual aid 10%
facilitated comprehension
D. Mastery of content 20%
E. Appropriate citation 5%

Class Participation 20%

(synchronous & asynchronous)

Journal Critique #1 #2 50% 50% 10%

Group Workshop 100% 15%
100%

CLASSROOM POLICIES
1. Late submissions are not accepted. Unless there is a very valid excuse for such late
submission. The following are considered valid: hospitalized (with medical certificate),
death of an immediate family member (God forbid), and flu (but not hospitalized; with an
excuse letter from parents, guardian, or dorm manager).
2. Plagiarism is to be avoided at all costs. First offense, the student will receive a grade
of 0 for the Essay. Second offense, the student will receive a final grade of 0.0 for the
subject.
3. No one is allowed to use his or her phone for texting or calling, unless it is for
emergency purposes.
4. For attendance, the policies of the school are applied.

FORMAT OF PAPERS (This is followed in any requirement that will be submitted in class)
1. PAPER: A4 bond paper
2. ORIENTATION: Portrait (It would only be in landscape if specified in the instructions)
3. MARGIN: 1” margin – top, bottom, left, right
4. FONT: Arial #11
5. SPACING: Double space, but no extra space between paragraphs
6. TOP OF THE FIRST PAGE: On the top of the first page should always be:
FAMILY NAME, FIRST NAME DATE
 SUBJECT
7. PAGE NUMBERS: Always have page numbers, unless the assigned paper has only
one page.
8. CITATION: Use APA format for citations.
9. REFERENCE: The “Reference” will always be on a separate paper or papers.
10. SUBMISSION: Papers having 2-10 pages to be submitted should be stapled together;
papers having more than 10 should be clipped together using a binder clip.

References
Finkelman, Anita. (2012). Leadership and Management for Nurse Core Competencies for
Quality Care. (2 nd Edition). N.J: Pearson Education Inc.
Huber, Diane (2014), Leadership and Nursing Care Management. 5TH Edition. Elsevier
Saunders: St. Louis, Missouri.
Marquis, B. and Huston, C. (2015). Leadership Roles and Management Functions in Nursing
Theory and Application. PA: Wolters Kluwer Health.
Marriner-Tomey, A. (2008). Nursing Management and Leadership. (8th Edition). St. Louis:
Mosby, Inc. Shortell, S.M. and Kaluzny, A.D., Essentials of Health Care Management. New
York: Delmar Publishers. Swansburg, R.C. and Richard J. Introduction to Management and
Leadership for Nurse Managers. (3rd Edition). Boston, MA: Jones and Bartlett Publishers.

Other References:

Bishop, V. Leadership for Nursing and Allied Health Care Professions. (1st Edition) McGraw Hill
Companies. Clark, C., Creative Nursing Leadership and Management. MA: Jones and Bartlett
Publishers.
Kelly, P. (Nursing Leadership and Management. 2 nd Edition). USA: Thomson.
Tappan, R. Nursing Leadership and Management: Concepts and Practice. (4th Edition). PA:
F.A. Davis Company. Wigens, L. Expanding Nursing and Health Care Practice. UK: Nelson
Thornes, Ltd. Yoder-Wise, P. (2006). Beyond Leading and Managing: Nursing Administration for
the Future. (1st Edition), St. Louis: Mosby, Inc.

Prepared by

GRACE R. ABAD, MN, MAN

Faculty, MA Nursing

Reviewed by:

GRACE R. ABAD, MN, MAN

Program Head, MA Nursing

Approved by:

EDGAR S. BALBUENA, Ed. D.

Dean, Graduate School
JRMSU Main Campus
 STUDENT’S ACKNOWLEDGMENT

I, __________________________________, a graduate student of the _________

Program hereby acknowledge receipt of the herewith attached Course Outline of the
_______________________, First/Second Semester of SY ___________.

_______________________________
Student’s Signature Over Printed Name
Date:_________________________

APPENDIX A

GS Graduate Attributes
In accordance to the four pillars of the university — instruction, research, extension, and
production, the Graduate School aims to produce graduates that are critical thinkers and
effective communicators (instruction and research), global citizen (extension), and lifelong
learners (production). Thus, in the creation of the course learning outcomes, the following
attributes will be used: Critical Thinking, Effective Communication, Global Citizenship, and
Lifelong Learning. Below are the definitions of these attributes:

Expected Graduate
Definition
Graduates Attributes
Critical Critical “Critical thinking is a widely accepted educational goal. Its
Thinker Thinking definition is contested, but the competing definitions can be
understood as differing conceptions of the same basic concept:
careful thinking directed to a goal. Conceptions differ with respect
to the scope of such thinking, the type of goal, the criteria and
norms for thinking carefully, and the thinking components on which
they focus. Its adoption as an educational goal has been
recommended on the basis of respect for students’ autonomy and
preparing students for success in life and for democratic
citizenship.

Reference:
Hitchcok, D. (2018). Critical thinking. In E.N. Zalta (Ed.), The
Standford Encyclopedia of Philosophy. Retrieved from
https://plato.stanford.edu/archives/fall2018/entries/critical-
thinking/
Effective Effective “Effective communication is an interpersonal process in which
Communicato Communicatio verbal symbols (e.g. words, sentences) and nonverbal symbols
r n (e.g. body postures, facial gestures) are shared and understood by
people. It combines various set of skills as attentive listening,
nonverbal communication, the ability to deal with stress in the
present situation, and the capability to identify and understand your
own emotions and those of the person you’re communicating with”
(Sharma & Sharma, 2015, p. 3151).

Reference:
 Sharma, S. & Sharma, R. (2015). Effective communication.
Scholarly Research Journal for Interdisciplinary Studies. III
(XVII), 3151 – 3156. Retrieved from
http://www.srjis.com/pages/
pdfFiles/146710311734%20Effective
%20Communication.pdf
Global citizen Global “Global citizenship can be defined as a moral and ethical
citizenship disposition that can guide the understanding of individuals or
groups of local and global contexts, and remind them of their
relative responsibilities within various communities” (van Peski,
2012, p. 220).

Reference:
Van Peski, C.J. (2012). International education and global
citizenship. In C. Baraldi & V. Iervese, Participation,
facilitation, and mediation: Children and young people in
their social contexts. NY: Taylor and Francis
Lifelong Lifelong “Lifelong learning is a dynamic process that varies depending on
learner learning individual skills and motivation for self-regulated, generative
learning and on life events that impose challenges that sometimes
demand incremental/adaptive change and other times require
frame-breaking change and transformational learning” (London,
2018, p. 1)

Reference:
London, M. (2018). Lifelong learning: Introduction. In M. London
(Ed.), The Oxford handbook of lifelong learning, (pp. 1-16).
Oxford University: Oxford University Press.