Team Leadership of CEFI Student Nurses as a Basis for Competency Evaluation

8/3/2019 Team Leadership of CEFI Student Nurses as a Basis for Competency Evaluation

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Team Leadership of fourth year CEFI

student nurses as a basis for Competency

Evaluation


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CHAPTER 1

INTRODUCTION

Background of the Study

The eleven core competencies in nursing which determines the responsibilities for which

a nurse should demonstrate competence includes collaboration and teamwork. This

establishes collaborative relationship with colleagues and other members of the health

team. Effective collaboration and teamwork require communication technology,

definition of responsibilities and an encouraging culture. Teamwork and collaboration are

most effective when team members are expressive and open to positive competition. The

benefits of collaboration and teamwork outweigh the productivity of a single individual

effort.

When one thinks of the career of nursing, we often think of those caring and

responsible people who help others, often at very critical times in their lives. In Nursing,

effective management leadership skills are required of those nurses who assume the

management and charge roles. Nursing is a very demanding profession that may take up

many hours of dedicated work each day, but for the nurses who pursue this career for

many years; this is their life, their purpose and their ambition. Effective leadership in

nursing requires skills that are both taught and practically learnt. In order to assume

management roles there are many nurses that attend workshops and seminars to improve

their skills and to learn effective leadership qualities. Effective management leadership in

nursing is not a career that is suitable for everyone or for every nurse.
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Leadership positions not only require additional sacrifices on your behalf but it

also requires someone who is a critical thinker, in other words, somebody who can work

effectively under pressure and who is able to resolve problems within the workplace

quickly and efficiently and without conflict. Nurses who assume leadership and

management roles also need to be creative thinkers. Not only is their work demanding of

them, but they too have to oversee that everyone else is fulfilling their duties and that

patient care is of the best. Within a position of leadership, one should be a role model and

a positive influence on the nurses within the hospital as well as on the image of the

hospital as a whole. Therefore, effective management leadership in nursing does not

mean just barely surviving the job, it actually means taking it full force and making it

flourish.

One important lesson taught to all leaders and managers is that skills are learnt,

coached or even self-taught, but in the end, the management position you presume will

have your name on it. This entails that nobody is the same and to be an effective leader,

you must be willing to apply your own personality and style to everything that you have

learnt. Effective management leadership in nursing is not about following instructions

about how you should behave and how things must be done; it goes about taking the

rules, regulations and skills given to you and incorporating them into your personality.

Bringing out the best in you will happen, when you are allowed to spread your wings and

present your skills to everyone, this is what happens when undertakes a position in

leadership.
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Statement of the Problem

The study aims to evaluate the performance of student nurses as team leaders based on

the core competency of collaboration and teamwork.

It further answers the following questions:

1. What is the demographic profile of students in terms of:

a. Age

b. Gender

c. Civil status

e. Team Leadership experience

2. What are the perceived advantages and disadvantages of team leadership to the student

nurses?

3. What are the team leadership strategies done by CEFI student nurses?

4. What is the level of competency of CEFI student nurses based on the core competency

of collaboration and teamwork?

Theoretical Framework


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Hersey-Blanchard Situational Leadership Theory

The Hersey-Blanchard Situational Leadership Theory was created by Dr Paul Hersey,

a professor and author of "The Situational Leader," and Ken Blanchard, author of the best

selling "The One-Minute Manager," among others. The theory states that instead of using

just one style, successful leaders should change their leadership styles based on the

maturity of the people they're leading and the details of the task. Using this theory,

leaders should be able to place more or less emphasis on the task, and more or less

emphasis on the relationships with the people they're leading, depending on what's

needed to get the job done successfully.

Leadership Styles

According to Hersey and Blanchard, there are four main leadership styles:

Telling (S1) Leaders tell their people exactly what to do, and how to do it.

Selling (S2) Leaders still provide information and direction, but there's more

communication with followers. Leaders "sell" their message to get the team on board.

Participating (S3) Leaders focus more on the relationship and less on direction. The

leader works with the team, and shares decision-making responsibilities.

Delegating (S4) Leaders pass most of the responsibility onto the follower or group. The

leaders still monitor progress, but they're less involved in decisions.

Frederick Taylor - Scientific Management


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Frederick Taylor, with his theories of Scientific Management, started the era of

modern management. Following this philosophy he also advocated the systematic

training of workers in "the one best practice" rather than allowing them personal

discretion in their tasks. He believed that a spirit of hearty cooperation" would develop

between workers and management and that cooperation would ensure that the workers

would follow the "one best practice."

Taylor's strongest positive legacy was the concept of breaking a complex task down

in to a number of small subtasks, and optimizing the performance of the subtasks. This

positive legacy leads to the stop-watch measured time trials which in turn lead to Taylor's

strongest negative legacy. To modern readers, he stands convicted by his own words:

" in almost all of the mechanic arts, the science which underlies each act of each

workman is so great and amounts to so much that the workman who is best suited to

actually doing the work is incapable of fully understanding this science, without the

guidance and help of those who are working with him or over him, either through lack of

education or through insufficient mental capacity."

And:

"to work according to scientific laws, the management must takeover and perform much

of the work which is now left to the men; almost every act of the workman should be

preceded by one or more preparatory acts of the management which enable him to do his

work better and quicker than he otherwise could."

Frederick Herzberg-Two-factor theory


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The (also known as Herzberg's motivation-hygiene theory and Dual-Factor Theory)

states that there are certain factors in the workplace that causejob satisfaction, while a

separate set of factors cause dissatisfaction. It was developed by Frederick Herzberg,

a psychologist, who theorized that job satisfaction and job dissatisfaction act

independently of each other.

The two-factor, ormotivation-hygiene theory, developed from data collected by

Herzberg from interviews with a large number of engineers and accountants in the

Pittsburgh area. From analyzing these interviews, he found that job characteristics related

to what an individual does that is, to the nature of the work he performs apparently

have the capacity to gratify such needs as achievement, competency, status, personal

worth, and self-realization, thus making him happy and satisfied. However,

the absence of such gratifying job characteristics does not appear to lead to unhappiness

and dissatisfaction. Instead, dissatisfaction results from unfavorable assessments of such

job-related factors as company policies, supervision, technical problems, salary,

interpersonal relations on the job, and working conditions. Thus, if management wishes

to increase satisfaction on the job, it should be concerned with the nature of the work

itself the opportunities it presents for gaining status, assuming responsibility, and for

achieving self-realization. If, on the other hand, management wishes to reduce

dissatisfaction, then it must focus on the job environment policies, procedures,

supervision, and working conditions. If management is equally concerned with (as is

usually the case), then managers must give attention to both sets of job factors.

Two-factor theory distinguishes between:
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Motivators (e.g., challenging work, recognition, responsibility) that give positive

satisfaction, arising from intrinsic conditions of the job itself, such as recognition,

achievement, or personal growth,and

Hygiene factors (e.g. status,job security, salary,fringe benefits, work conditions) that do

not give positive satisfaction, though dissatisfaction results from their absence. These are

extrinsic to the work itself, and include aspects such as company policies, supervisory

practices, or wages/salary.

Essentially, hygiene factors are needed to ensure an employee is not dissatisfied.

Motivation factors are needed to motivate an employee to higher performance. Herzberg

also further classified our actions and how and why we do them, for example, if you

perform a work related action because you have to then that is classed as movement, but

if you perform a work related action because you wantto then that is classed as

motivation.

HENRI FAYOL FIVE FUNCTIONS OF MANAGEMENT

Henri Fayol was one of the most influential contributors to modern concepts of

management, having proposed that there are five primary functions of management:

(1) Planning,

(2) Organizing,

(3) Commanding,

(4) Coordinating, and

(5) Controlling (Fayol, 1949, 1987).
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Controlling is described in the sense that a manager must receive feedback on a process

in order to make necessary adjustments. Fayol's work has stood the test of time and has

been shown to be relevant and appropriate to contemporary management. Many of

todays management texts including Daft (2005) have reduced the five functions to four:

(1) planning, (2) organizing, (3) leading, and (4) controlling. Daft's text is organized

around Fayol's four functions.

Douglas McGregor's XY Theory, managing an X Theory boss, and William Ouchi's

Theory Z

McGregor's ideas suggest that there are two fundamental approaches to managing

people. Many managers tend towards theory x, and generally get poor results.

Enlightened managers use theory y, which produces better performance and results, and

allows people to grow and develop.

theory x ('authoritarian management' style)

The average person dislikes work and will avoid it he/she can.

Therefore most people must be forced with the threat of punishment to work

towards organizational objectives.

The average person prefers to be directed; to avoid responsibility; is relatively

unambitious, and wants security above all else.

theory y ('participative management' style)

Effort in work is as natural as work and play.
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People will apply self-control and self-direction in the pursuit of organizational

objectives, without external control or the threat of punishment.

Commitment to objectives is a function of rewards associated with their

achievement.

People usually accept and often seek responsibility.

The capacity to use a high degree of imagination, ingenuity and creativity in

solving organizational problems is widely, not narrowly, distributed in the population.

In industry the intellectual potential of the average person is only partly utilized.


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Conceptual Framework

Figure1. Conceptual Framework in the study Team Leadership of CEFI student

nurses as a basis for Competency Evaluation

PROCESS

Interpretation ofinformation gathered

in the survey

conducted.

Analyzation of data

obtained.

Presentation of data.

OUTPUT

Identifying theperceived

advantages and

disadvantages ofteam leadership to

the student nurses,

The team leadership

strategies done byCEFI student nurses,

and the level of

competency of CEFIstudent nurses based

on the core

competency ofcollaboration and

teamwork

INPUT

1. demographic profileof students in terms

of:

a. Age

b. Gender

c. Civil status

d. Year level

e. Team Leadership

experience

2. statements of therespondents in the

informal interview


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Significance of the Study

This study is significant in evaluating the performance of student nurses of

Calayan Educational Foundation, Inc. in their leadership skills based on the core

competency Collaboration and teamwork.

It is also significant to the following:

Nursing Faculty

This is significant to the College of Nursing of CEFI by helping the clinical

instructors assess and evaluate the nursing leadership and management skills of the

student nurses in various clinical areas.

Student Nurses

This will help the student nurses enhance and put into practice their Nursing

leadership and management concepts or NCM 107. They will also be able to evaluate

their own performances, potentials and skills in terms of being a leader.

Future Researchers

This can serve as a basis for future studies and researches regarding leadership

and management and the core competency of collaboration and teamwork.


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Definition of terms

Nursing Core Competencies

Teamwork

Collaboration

Leadership

Management


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Scope and Delimitations

This research work is focused and limited to the study of Team Leadership of

CEFI student nurses as a basis for Competency Evaluation. The data-gathering procedure

will be conducted at Calayan Educational Foundation, Inc. thirty nursing students in the

fourth year level will be the selected respondents by way of random sampling.


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CHAPTER II

Review of Related Literature and Related Studies

RELATED LITERATURE

Yukl (1998) points out that leadership and management are different but interrelated

topics. Wexley & Baldwin (1986) describe management development as primarily

management education and training with an emphasis on acquiring specific types of

knowledge, skills and abilities. This approach tends to involve the application of proven

solutions to known problems. Some of the development offered within the NHS as

leadership development has actually been management development. In particular the

General Management Training Scheme (GMTS), and the Chief Executive development

programme offered by the NHS leadership centre.

McCauley et al (1998) define leadership development as expanding the collective

capacity of organisational members to engage effectively in leadership roles and

processes. Keys & Wolfe (1988) describe leadership processes as those that enable

groups of people to work together in meaningful ways whereas management processes

tend to be position and organisational specific.

As Fielder (1996) points out, historically leadership development assumes an individual

concept of leadership, where a distinction can be made between the leader and

followers and so development has consisted primarily of training individuals in

interpersonal skills and abilities. This kind of approach ignores over 50 years of research

showing leadership to be a complex interaction between the designated leader and the

social and organisational environment (Fielder, 1996).


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According to the stratified systems theory, there are critical tasks that must be performed

by leaders if an organization is going to function effectively. As the leader moves higher

in the organization, these critical tasks become increasingly complex and qualitatively

different (Jacobs & Levis, 1992; Jaques, 1986; Jaques, 1990; Johnston, 1991; Lundrigan,

1992; Phillips & Hunt, 1992). Jacobs and Jaques (1990, p. 282) have defined leadership

as a process by which meaningful direction is given to collective effort thereby causing

an action of willing effort to achieve purpose. In this study, a senior nurse executive is the

registered nurse occupying the highest executive position in an acute care hospital. He or

she is ultimately responsible for nursing activities throughout the organization and, in the

organizational chart; these executives are responsible to the hospital administrator or

chief executive officer as part of the executive-level, decision-making management team.

The stratified systems theory describes three hierarchical functional domains at which

each senior nurse executive's behavior was examined: strategic, organizational, and

production. The highest functional domain is the strategic domain and consists of

activities that set the direction for their system within a larger organizational entity. The

leader's work consists of planning for the future, positioning the organization for success,

marketing to the external environment, creating and disestablishing strategic units, and at

the same time, being adept with and concerned about broad political, economic, socio-

cultural, and technological development (Zaccaro, 1996). Synthesis and integration are

large components of executive work because of the large amount of uncertainty.

Executive influence is more likely to take the form of creation options that are assessed

through consensus-building process.


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The middle functional domain is the organizational domain. At this level, leaders are

concerned with administrative management within the organizational structure (Jacobs &

Levis, 1992). The scope and complexity of performance requirements at this level are

less than at the strategic domain. It requires the leader to provide a comprehensive frame

of reference that begins to pattern elements of the external environment for the

organization as a whole (Zaccaro, 1996). Successful performance within this domain

requires a complex cognitive map to deal with problems at a systems level and have some

degree of prior knowledge. The leader's work at this level is to develop and implement

intervention strategies and influence outcomes, their actions are guided by organizational

policies and procedures. Unlike the strategic domain, focus is primarily internal to the

system and behaviors are directed towards interfacing and networking with adjacent

systems within the organization that impact on the leader's system and coordinating and

integrating the activities of multiple subsystems.

The lowest functional domain is the production domain. At this level leaders' work is

concerned with direct creation of goods and services (Jacobs & Levis, 1992). Leadership

is characterized by direct and small group interaction (Zaccaro, 1996). In this domain the

leaders' work is procedurally specified and tasks are fairly concrete. Successful

performance requires cognitively simple, linear, one-dimensional thought processes to

accomplish the designated work. The critical issue at this level is balancing performance

with personnel development needs and requirements (Zaccaro, 1996).

The leadership behaviors were categorized according to the three functional domains in

order to obtain leadership profiles. These leader behaviors were developed by Yukl

(1998) and consisted of a comprehensive classification of effective leader and manager


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behaviour. The four general categories within this taxonomy are decision making,

information giving-seeking, influencing people, and building relationships. Information

giving-seeking information consists of informing, clarifying, and monitoring behaviours.

Making decisions consists of planning, problem solving, consulting, and delegating.

Influencing people consists of rewarding, recognizing, and motivating and inspiring

behaviour. Building relationships consists of networking, team building and conflict

management, developing and mentoring, and supporting behaviours.

RELATED STUDIES


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CALAYAN EDUCATIONAL FOUNDATION, INC.

RED-V, LUCENA CITY

To the Respondent:

Greetings of peace!

I am Greggy U. Adormeo, a fourth year nursing student of Calayan Educational

Founadtion, Inc. I am currently working on my undergraduate thesis study which isentitled Team Leadership of CEFI student nurses as a basis for Competency

Evaluation. This study aims to determine the team leadership skills of fourth year CEFI

student nurses and will serve as basis for performance evaluation in the core competency

of collaboration and teamwork. In this regard I would like to seek for your time andcooperation by providing answers for the questionnaire below. All the information that

you will provide will be treated with utmost confidentiality.

Thank you very much!

Sincerely yours,

Greggy U. Adormeo

BSN IV-A

The Researcher

Noted by:

Dr. Jaime Buzar Mrs. Maria Theresa S. Imperial

Research Professor Dean,College of Nursing

PART I

DEMOGRAPHIC PROFILE OF THE FOURTH YEAR CEFI STUDENT NURSES

INSTRUCTIONS: Kindly indicate your demographic profile according to theinformation asked below:

a. Age [ ] 19-22 [ ] 23-26 [ ] 27-30 [ ] 31 above

b. Gender [ ] Male [ ] Female

c. Civil status [ ] Single [ ] Married

e. Team Leadership experience (number of times you became a team leader in the

clinical area) [ ] at least once [ ] three to five times [ ] more than five times


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PART II

PERCEIVED ADVANTAGES AND DISADVATAGES OF TEAM LEADERSHIP

TO STUDENT NURSES

INSTRUCTIONS: The following statements pertain to the advantages and

disadvantages of team leadership to fourth year nursing students of CEFI. Please put acheck on the box provided for each response. Indicate your answer based to the scale

below:

5- Strongly Agree

4- Agree

3- Neither Agree or Disagree

2- Disagree

1- Strongly Disagree

ADVANTAGES:

Team leadership enhances ones skills in nursing management.

Team leadership makes a student more responsible, resourceful and flexible.

Team leadership enables the student to reach out more to the group members by attending their

work needs.

Team leadership maximizes the organization's human resources.

Team Leadership makes a student ready for future work in staffing.

Team Leadership makes a student learn proper time management skills.


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DISADVANTAGES:

Team Leadership causes stress to the student.

Team Leadership may result in unnecessary blaming for certain mistakes.

Personal mistakes of the team leader stand out more.

A team leader is not able to focus on one clinical case

Team Leadership may cause members to be very reliant to the leader for work to be accomplished.


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3. What are the team leadership strategies done by CEFI student nurses?

4. What is the level of competency of CEFI student nurses based on the core competency

of collaboration and teamwork?

Team Leadership of CEFI Student Nurses as a Basis for Competency Evaluation

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