1 GRADUATE SCHOOL OF NURSING
HOLY ANGEL UNIVERSITY
Master of Science in Nursing
GSMANPRI – Management Principles and Dynamics
I. VISION STATEMENT
The Graduate School envisions itself to be one of the centers of excellence in graduate education and research in the Asia Pacific Region that will produce graduates who are role model catalysts for countryside development in the fields of business, education, information technology, engineering, and nursing.
II. MISSION STATEMENT
The Graduate School offers accessible quality graduate education and research experiences that transform professionals into persons of conscience,
competence and compassion.
III. CORE VALUES
The core values of the Graduate School are Christ-centeredness, integrity, excellence, community, and societal responsibility.
IV. MSN PROGRAM EDUCATIONAL OBJECTIVES (PEOs) The MSN graduates are expected to:
1. Utilize their understanding of the context of nursing practice in initiating actions or interventions and in planning and evaluating programs and policies for specific work settings/foci: client care; nursing education;
nursing research; and nursing leadership, governance, and management;
2. Demonstrate critical thinking and effective communication in nursing practice: client care; nursing education; nursing research; and nursing leadership, governance, and management;
2 3. Demonstrate leadership and competence in working with clients in
addressing their health needs and problems, and in collaborating with other members of the health team;
4. Integrate theories (both nursing and ‗borrowed‘) and research findings in their performance of different roles and functions related to client care; nursing education; nursing research; and nursing leadership, governance, and management;
5. Practice nursing in accordance with professional standards, ethical principles and relevant laws that affect client care; nursing education;
nursing research; and nursing leadership, governance, and management;
6. Conduct research that enhances the performance of functions related to client care; nursing education; nursing leadership, governance, and management;
7. Maintain and enhance competence as professionals by continuously engaging in self-improvement activities and participating in continuing professional development programs; and,
8. Initiate programs, projects, and activities for staff development.
V. MSN STUDENT LEARNING OUTCOMES (SLOs)
An Angelite MSN student is able to demonstrate and master the ability to:
1. listen, comprehend, speak, write and convey ideas clearly and effectively, in person and through electronic media to all audiences (Communication);
2. recognize different value systems, including his or her own (Value and Ethical Reasoning);
3. appreciate the moral dimensions of his or her decisions and accept responsibility for them (Value and Ethical Reasoning);
4. use experience, knowledge, reason and belief to form carefully considered judgments (Critical and Creative Thinking);
5. determine what is wrong and how to fix it, working alone or in groups (Critical and Creative Thinking);
3 6. combine or synthesize existing ideas, images, or expertise in original
ways and the experience of thinking, reacting, and working in an imaginative way characterized by a high degree of innovation,
divergent thinking, and risk taking (Critical and Creative Thinking);
7. act with an informed awareness of issues and participate in civic life through volunteer activities and leadership (Civic and Global Learning);
8. appreciate economic, social, and ecological connections that link the world‘s nations and people (Civic and Global Learning);
9. integrate theory and practice (Applied and Collaborative Learning);
10. demonstrate and master the ability to elicit other views, mediate
disagreements, and help reach conclusions in group settings (Applied and Collaborative Learning);
11. engage with the arts and draw meaning and value from artistic expression (Aesthetic Engagement); and
12. access, manage, integrate, evaluate, create, and communicate information purposefully, knowledgeably, technically, and ethically (Information and Communication Technology Literacy).
VI. COURSE DESCRIPTION
This course is an introduction to management and focuses on the processes, principles and dynamics in administering or managing various health facilities (or specific units/departments, e.g., nursing service and laboratory).
VII. COURSE LEARNING OUTCOMES
At the end of the course, the students should be able to:
1. Discuss the factors that impact on the health care system in general, and health facilities (or nursing services, other hospital services), in
particular;
2. Illustrate the application of relevant theories and principles in the
management of health facilities (or nursing service, laboratory, etc.) and health programs;
4 3. Discuss the requisites for successful leadership and management:
decision making, problem solving and critical thinking;
4. Discuss the different management functions in the context of the Philippine health care delivery system;
5. Discuss the competencies of nurse administrators/managers in different contexts and settings;
6. Discuss the administrators‘/managers‘ specific roles, functions and activities related to specific aspects of planning, organizing, staffing, directing/ leading and controlling;
7. Discuss how to integrate research evidence in the management of health facilities (or nursing, laboratory, etc.) and health programs;
8. Develop tools to facilitate the managers‘ performance of their management functions/activities;
9. Formulate tools to assess/evaluate the management and performance of the hospital/facility services/departments/ units;
10. Analyze professional, ethical and legal issues and concerns of managers/administrators related to the functions of management (planning, organizing, staffing, leading and controlling) in the different levels of hospitals/health facilities, both government and private;.
11. Demonstrate critical thinking in analyzing problems, issues and concerns in the management of health facilities/nursing services.
VIII. COURSE CONTENT Time Allotment and
Expected Outcomes Course Content Teaching- Learning Activities
Evaluation
Week 1
1.Discuss the factors that impact on the health care system in general, and health facilities (or nursing services, other hospital services), in particular;
2.Illustrate the application of
relevant theories and principles in the management of health facilities (or nursing service,
CONTEXT OF HEALTH FACILITY
(SPECIFICSERVICES/DEPARTM ENTS) ADMINISTRATION IN THE PHILIPPINES
– includes a discussion of the Philippine health care delivery system ( public health and hospitals, both government and private) and the factors that
impact on the health care system:
-globalization
-government policies [including statutes such as the nursing law (RA 9173), Hospital Licensure Law, Local Government Code, National Health Insurance Act;
Lecture- discussion -Context of administrati on in the Philippines -The Philippine hospital system -Licensure and
accreditatio n of health facilities -
Class participation
—asking questions, providing information, sharing experiences, opinions, insights:
logical, analytical, demonstrate
5 laboratory, etc.) and
health programs;
General Appropriations Act]
-socio cultural factors - economic factors - technology.
Fundamental perspectives in health care delivery
-people‘s right to health care -imperative to contain costs -the need for population-based health care
Implications of health and health- related statutes to the to the delivery of health care/service s
-
Implications of the Nursing law to nursing administra- tion
Class discussion:
How do you assess the delivery of hospital services in the country?
What are the
differences between private and government hospitals?
What
policies and programs should be implemente d to improve the delivery of health ser-vices, in general and hospital services, in particular?
s critical thinking, clear articulation of ideas;
ability to answer questions correctly
Written personal reflection on the state of health services delivery in the
Philippines (particularly in the province where the student comes from).
Reflection should include analysis of the causes and
consequen- ces of problems
6 THEORETICAL PERSPECTIVES
-Leadership and management theories: a historical perspective Management theories
-Classical management theories:
scientific management, management functions, and human relations movement -General systems theory -Contingency theory Leadership theories
-Great man theory/ traittheories -Behavioral theories
-Situational and contingency theories
-Interactional leadership theories -Transactional and
transformational leadership theories
-Full-range leadership theory
Class discussion on ―When culture and policy clash‖
(Marquis and Huston, p.
46) Guide questions:
-From a manageme nt
perspective, how the clash of culture and policy be prevented?
How will manageme nt address the clients‘
and staff‘s cultural issues in policy making and program planning?
Lecture – discussion Class discussion How does knowledge on
manageme
identified.
Paper should also include suggestions/
recommend a-tions on how to improve health care delivery.
Students show
through their sharing, questions, exchange with their classmates their respect for other people‘s beliefs and the need to properly address those that may be inconsistent with, or contrary to the intent of, medical/care managemen t.
Students are able to discuss specific theories and their relevance to
7 -Integrating leadership and
management
-Application of leadership and management theories in contemporary health care organizations
Review of next week‘s learning objectives, topics and
assignments
Oral presentations
Discussion and analysis of case related to decision making,
problem solving and management functions - POSDC
nt and leadership theories improve the quality of service in your
institution?
Give specific examples.
Do you think nurse managers in your
organization s are guided by
manageme nt and leadership theories?
Support your answer.
Group work:
Select a contempo- rary
leadership theory which will be the basis of a
checklist that you will develop to assess the leadership style and behaviors of nurse
managers.
contemporar y
organization s especially their own.
Leadership Assessment Checklist -items should correctly reflect theory -the number of items is adequate to capture a nurse manager‘s leadership style and behaviors in the work setting.
8 Week 2
3.Discuss the requisites for
successful leadership and management:
decision making, problem solving and critical thinking;
4.Discuss the different management functions in the context of the
Philippine health care delivery system;
5.Discuss the roles and competencies of nurse
administrators/manag ers in different
contexts and settings;
MANAGEMENT
PROCESSES AND PRINCIPLES -Decision making, problem solving and critical thinking: why these are requisites for successful
leadership and management -processes, principles and tools related to planning, organizing, staffing, leading and controlling -Roles and competencies of administrators/managers
Preview of next week‘s learning objectives, topics and
assignments
Lecture- discussion Review the use of case studies/cas e
method/cas e analysis in manageme nt
Group work:
Case studies – analyze the case
provided and present analysis (30 minutes) Prepare a checklist competenci es of managers (nurse managers)
In the case analysis, the students did the
following:
1.clearly defined the central problems or problems in the case 2. divided the central problem into its significant aspects 3. analyzed these aspects or factors 4. investiga- ted other possibilities
9 5. used decisions on the factors in the case to arrive at a solution to the central problem Week 3
6. Discuss the administrators‘/mana gers‘ specific roles, functions,
competencies and activities related to specific aspects of planning, organizing, staffing, directing/
leading and controlling;
OVERVIEW OF THE
MANAGEMENT FUNCTIONS:
-Operational and strategic planning
-Fiscal planning
-Organizational structure
Preview of next week‘s learning objectives, topics and
assignments
To read: Huston (2010) ―Medical errors: An ongoing threat to quality health care‖, Professional Issues in Nursing: Challenges and Opportunities.
To present next week a case (per group) of a manager (any level) related to staffing or in the
management of human resources.
Provide a handout on case writing and analysis
Provide a copy of the Critical Thinking Exercise.
Lecture- discussion Class exercise:
Assessing (own) manager (chief nurse, supervisor, headnurse) in relation to their
performanc e of
manageme nt functions Collate the results of the exercise, present the results (aggregates )
Class discussion -How will you explain the results?
(Students should not identify the rates.)
Assessment checklist on the
performance of
managemen t functions/
activities by nurse managers The students‘
assessment of their respective nurse
managers is based on specific observations in the work setting.
Analysis reflects a good
understand- ding of the situation and managemen t and other related principles.
10 Critique
ANSAP‘s Standards on Nursing Administra- tion
Written critique (to be submitted next week) has a solid factual and theoretical/lo gi-cal bases Week 4
7.Discuss how to integrate research evidence in the management of health facilities (or nursing, laboratory, etc.) and health programs;
8.Develop tools to facilitate the managers‘
performance of their management
functions/activities;
9.Formulate tools to assess/evaluate the management and performance of the hospital/facility services/departments / units;
(continuation)
-Staffing: policies and processes -Communication, delegation and managing conflict
-Quality control and performance appraisal
-Include the IOM Report, To Err is Human
-Accreditation
--Joint Commission International Accreditation Standards for Hospitals. 5th ed.
Preview of next week‘s learning objectives, topics and
assignments
Oral presentations (15 – 20 minutes each)
-Malpractice in nursing (cite at least 3 cases in the past 5 years) -The PRC Continuing
professional development (CPD) Guidelines: Salient Points
-Ethical practice in Recruitment:
Policy/Position Paper of the ICN -Should nurses join unions?
Professional and policy implications
Lecture- discussion:
>Staffing:
policies and processes
>Communic a-tion, delegation and
managing conflict Group work:
Case studies/cas e analysis (Reference:
JS Sison an FM Sison.
Case Writing and Analysis.
2007.
>The control process -quality control -
performanc e appraisal Critical thinking exercise (situations/
Active participation in group work Analysis reflects a good
understand- ding of the situation and managemen t and other related principles.
Answers to the guide questions reflect the students‘
understandi ng of the managemen t perspective in the efforts to improve the quality of care given to the specified patients.
11 The Anti- sexualHarassment Act:
What are nurse managers doing about it?
Should nursing directors/chief nurses of training-teaching hospitals have a doctorate in nursing or related fields?
Read: Proposed amendments to RA 9173
Cases to be provided)
Week 5 10.Analyze
professional, ethical and legal issues and concerns of
managers/administrat ors related to the functions of management
(planning, organizing, staffing, leading and controlling) in the different levels of hospitals/health facilities, both government and private;.
PROFESSIONAL, ETHICAL AND LEGAL ISSUES
-Prevention of malpractice -Continuing professional development
-Ethical practice (esp. in relation to the staffing function)
-Nurses‘ membership to unions -Problems/issues related to human resources (sexual
harassment, impaired employee, etc.)
-Proposed amendments to RA 9173
Brief lecture to introduce and
contextualiz e the individual oral
presentation s
Oral
presentation s
-Malpractice in nursing (cite at least 3 cases in the past 5 years) -The PRC Continuing professional developmen t (CPD) Guidelines:
Salient Points -Ethical practice in
Oral
presentation s to be rated in terms of accuracy, adequacy and clarity;
presenter must be able to correctly answer questions
12 Recruitment
:
Policy/Positi on Paper of the ICN -Should nurses join unions?
Professional and policy implications The Anti- sexual Harassment Act: What are nurse managers doing about it?
Should nursing directors/
chief nurses of training- teaching hospitals have a doctorate in nursing or related fields?
Class discussion on the relevant provisions of the Proposed amendment s to RA 9173
Comments made should reflect
understandi ng of
professional issues in the context of rapidly changing landscape of health care delivery.
13 FINAL
EXAMINA- TION
IX. SUMMATIVE EVALUATION GUIDE
Class participation (including all class activities, discussions and group outputs), 50%; concept paper (not less than 1500 words) for an award, MostOutstanding Nursing Service, 25%;andfinal examination, 25%.
X. REFERENCES
Association of Nursing Service Administrators of the Philippines (ANSAP) Standards of Nursing Administration.
Barr, J., &Dowding, L. (2015).Leadership in health care (3rd ed.). Thousand Oaks, CA:
SAGE Publications.
Joint Commission International (2013).Joint Commission International Accreditation Standards for Hospitals(5th ed.).
Marquis, B., & Huston, C. (2015). Leadership roles and management functions in nursing (8thed.).Philadelphia, PA: Wolters Kluwer Health, Lippincott Williams and Wilkins.
http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Le adership
https://www.jointcommission.org/
Prepared by Rosalinda G. Cruz, RN, MN, MPA
Guest Lecturer
Checked by Al D. Biag, RN, EdD
Program Coordinator
Date February 11, 2017
