College of Nursing, Christian University of ThailandTeaching Plan (Theory)Semester:Summer 3 Academic ear: !"#$Course Code:%NU& 33#'Course Title: (eadershi) and *anagement in Nursing Num+er of Credits: 3(3,",-) Teaching To)ic: Conce)ts and Theories of Nursing *anagement Name of %nstructor: Ms. Wilaiwan Treetin.ay/*onth/ear: 9.00-12.00; 0130-0430 AM (Theory)0enue: 2-416 ear of students:4rd Year(earning 1utcome:(1The &es)onsi+le .istri+ution *a) of Student (eaning 1utcome from Curriculum to Courses (Curriculum *a))ing)Ma!or "es#onsi$ility % Minor "es#onsi$ility -- &one'o(rse Title)*earnin+,(t-o.e/thi-s andMoral 0nowled+e'o+niti1e 23ills4nter#ersonal 23illsand "es#onsi$ility&(.eri-alAnalysis5'o..(ni-ationand 4n6or.ationte-hnolo+y 23ills7ro6essional s3ills 1. Have a sense of responsibility for themselves and their and their performances2. Sacrifcing, Honesty,and Discipline3. Professional ethics4. Respect for the value and dignity of humanity8. Selfcontrol ! ".".# Distinguish ". $no%ledgeandunderstanding ofcomprehensivesciences,humanities,socialla%anddemocracy&. $no%ledgeandunderstanding ofbasichealth and". Possess creativity, criticaland analytical thin'ing as a systematic %ay of solving problems.3. (se professional 'no%ledgeand relevant practicale)periences in ".*reative interaction bet%een individuals andgroups adaptedto various situations+4.",&. *an %or' as a team leader and follo%er of the".*an use mathematical and statistical techni-ues to analy.e data and interpret both -uantitative and -ualitativedata&. *an convertthe data to 2%hat is good from evil.6. /bility to utili.e ethical principles in dealing %ith life problems and issues innursing practice.0. / good role model to oneself and to others in professional practice.nursing sciencesand frst classmid%ifery +&.&,3. $no%ledgeandunderstanding ofResearch and1nnovation4. $no%ledge and understanding of 2edical and 3ursing 4echnology, *ommunications and 1nformation 4echnology achievingsafe and -uality nursing care +3.",o 3.".& *ansolveproblemsusingthescientifcprocess andtheuse ofsocialinnovation 3.".3Develope5ectiveproblemvarious roles inhealthcare services at all levels and in di5erent situations+4.&,3. *anmanifest goodleaderships'illsinemergencysituations +4.3,4. Respect andacceptdi5erencesamong-uality and appropriate information to be used in communicating%ith individuals and groups in a variety of situations and to be used in hospital procedures properly +6.&,3. /ble to communicate e5ectively in 36. $no%ledge and understanding of current research practices and advanced technology to adapt %ith the rapid global and local technological advancementssolvingsituations+3.3,individuals andcultures +4.4,6. 4he initiative to thin' criticallyas necessary and e)press this freely +4.6,#. Sho% a sense of responsibility for one7s duties including a sense of responsibility spea'ing, listening and %riting +6.3,4. Selection ofpresentation format, information technology communicationand 8nglish usage to suit individual circumstances and groups +6.4,4for personalprofessional and social gro%th and development +4.#,1 2 3 4 8 6 9 : 1 2 3 4 8 6 1 2 3 4 8 6 1 2 3 4 1 2 3 4 1 & 3 4 6INUR3319LeadershipandManagementInNursing % % % % % % 8The &es)onsi+le .istri+ution *a) of Student (eaning 1utcome from Curriculum to Courses (Curriculum *a))ing)Ma!or "es#onsi$ility % Minor "es#onsi$ility -- &one1 2 3 4 8 6 9 : 1 2 3 4 8 6 1 2 3 4 8 6 1 2 3 4 1 2 3 4 8 1 2 3 4 8Wee3 1'on-e#ts and Theories o6 &(rsin+ Mana+e.ent % % % % % %

,r+ani;ationaland Mana+e.ent 2yste. % % % % % %Wee3 27plain the characteristics of an organi!ation3.>7plain di-erent t"pes of organi!ational structures$. *iscuss the ad(antages and disad(antag# Organi$ational structure and nursing !anage!ent s%ste!"ntroductionIn a changing ,orld/ organi!ationsmust change as surel" as indi(iduals mustchange. Recent "ears ha(e seen anincrease in organi!ational 35attening4/ thetendenc" to shrin% the organi!ationalstructure through the remo(al of la"ers ofhierarch". Content 1n organi!ational structure is the ,a" in ,hich a group is formed/ its lines of communication/ and its means of channeling authorit" and ma%ing decisions.: Ma7 Be.er E1F'$6192GH/ a :erman social scientist/ is %no,n as the fatherof organi!ational theor".#e spo%e onLecture*iscussion8uestionsReporting9resentation:roup discussionMind mapping;ournal Reading9o,er9oint presentationMa7amination? Midterm and@inalCase stud" anal"sis1ssigning and 1ns,ering 1ssignments6The students sho,eda high enthusiasm regarding the content.6The students are a.le to ha(e a group discussion.18BehavioralObjectivesof eachteachingtopicContent of Each Teaching Topic (inbrief)TeachingandLearningActivitiesTeaching AidesEvaluationMethodsEvaluationresultses of each organi!ational structure.3Bureaucrac%& po'er and control(: 1ccording to Ma7 Be.er/ bureaucratic ad!inistration means fundamentall" the e7ercise of control on the .asis of %no,ledge EBe.er/ 19$)H. : 9o,er is principall" e7empli+ed ,ithinorgani!ations ." the process of control. : 1ccording to Ma7 Be.er/ po,er is an" relationship ,ithin ,hich one person could impose his ,ill/ ,hile authorit" e7isted ,hen there ,as a .elief in the legitimac" of that po,er. 1n organi!ation is characteri!ed ."D : 1. I...a continuous organi!ation of oCcial functions .ound ." rulesIJ 16BehavioralObjectivesof eachteachingtopicContent of Each Teaching Topic (inbrief)TeachingandLearningActivitiesTeaching AidesEvaluationMethodsEvaluationresults: 2. Kpeciali!ationD each oCce has a de+ned sphere of competence/ in(ol(ing di(ision of la.our. : 3. 1 clearl" de+ned hierarch" of oCcesD a +rm s"stem of super(ision .ased on clear le(els of authorit". >ach oCcial %no,s ,hom to report to,ith speci+ed rights of control and complaint proceduresJ ConclusionThere are di-erent t"pes of organi!ational structures.The .est ofthem/ is the one that allo,s emplo"ees to share their ideas ,ith the chain of command.19BehavioralObjectives ofeachteaching topicContent of Each Teaching Topic (in brief)TeachingandLearningActivitiesTeachingAidesEvaluationMethodsEvaluationresults1. >7plain the principles of human resourcemanagement2. >7plain the process of increasing producti) *u!an +esource Manage!ent"ntroduction #uman resource management is one functionof theorgani!ationthat deals ,ithma7imi!ingallhuman resources for the accomplishment of theorgani!ational goals. #umanresourcemanagementE#RMH/ or human resource de(elopment/ entailsplanning/ implementing/ andmanagingrecruitment/as ,ell as selection/ training/ career/ andorgani!ational de(elopment initiati(es ,ithin anorgani!ation. Thegoal of #RMis toma7imi!etheproducti(it" of an organi!ation ." optimi!ing thee-ecti(enessof itsemplo"ees,hilesimultaneousl"impro(ingthe,or%lifeof emplo"eesandtreatingemplo"ees ,ith respect and dignit" as (alua.leresources.ContentImplementation of #RM plans in(ol(es fourLecture*iscussion8uestionsReporting9resentation:roupdiscussionMind mapping;ourna9o,er9oint presentationMa7amination? Midterm and@inalCase stud" anal"sis1ssigning and 1ns,ering 1ssignments6The students sho,ed a high enthusiasmregarding the content.6The students are a.le 1:BehavioralObjectives ofeachteaching topicContent of Each Teaching Topic (in brief)TeachingandLearningActivitiesTeachingAidesEvaluationMethodsEvaluationresults(it" using manpo,er.primar" acti(itiesD ac0uisition/ de(elopment/compensation/ andmaintenance. 1c0uisitionentailsthe hiring of ,or%ers most li%el" to help a compan"attain its goals. The de(elopment functionencompasses the training of ,or%ers to perform theirtas%s in accordance ,ith compan" strateg". Thisacti(it" also in(ol(es compan" e-orts to control andchangeemplo"ee.eha(ior (iare(ie,s/ appraisals/incenti(es/ and discipline.Conclusion7plain the leadership roles.3. *iscuss nursing leadership s%ills.$.*iscu- .ursing Leadership s,ills"ntroductionLeadership s%ills are (er" important for the achie(ementof the organi!ational goals/ hence the courtD"Leadership is a function of knowing yourself, having a vision that is well communicated, building trust among colleagues, and taking efective action to realize your own leadership potential." 9rof. Barren =ennis:ood s%ills in leadership lead to the success of the organi!ation/ and to the full satisfaction of the emplo"ees.The leadership are re5ected .elo,/ and areall for the .ene+ts of the organi!ation. Leadership goes along ,ith a legitimate po,er/ as ,ithout po,er leadership .ecomes nothing.ContentsD In the presentation/ the leadership roles ,ill .e discussed among othersLecture*iscussion8uestionsReporting9resentation:roupdiscussionMind mapping;ournal Reading9o,er9oint presentationMa7amination ? Midterm and@inalCase stud" anal"sis1ssigning and 1ns,ering 1ssignments6The students sho,ed a high enthusiasmregarding the content.6The students are a.le to ha(e a groupdiscussion.32ss leadership theories&.*escri.e the leadership st"lesand ho, to appl" them in nursing profession. 33Content4. &(rsin+ leadershi# and n(rsin+ .ana+e.ent s3ills4.1 *eadershi# L The leadershi# theory a n(rse -hooses sho(ld re6le-t her ideals and one $e one she -an .ost e66e-ti1ely (se. &o one rates the theories as to .ost enli+htened or $est re-ei1ed. ,n-e aware o6 the e?istin+ theories5 a n(rse -an s($s-ri$e to whi-he1er 6its his or her #ersonality $est. &(rsesare o6ten en-o(ra+ed to ta3e leadershi# and .ana+e.ent -o(rse or lesson in the -(rri-(l(..*eadershi# theories@5arly 6estern historyThe sear-h 6or the -hara-teristi-s or traits o6 leaders has -ontin(ed 6or -ent(ries. 7hiloso#hi-alwritin+s 6ro. 7latoKs Republic M4N to 7l(tar-hKs Lives ha1e e?#lored the D(estion OWhat D(alities 34distin+(ish an indi1id(al as a leaderPO =nderlyin+ this sear-h was the early re-o+nition o6 the i.#ortan-e o6 leadershi#and the ass(.#tion that leadershi# is rooted in the -hara-teristi-s that-ertain indi1id(als #ossess. This idea that leadershi# is $ased on indi1id(al attri$(tes is 3nownas the Otrait theory o6 leadershi#O.A n(.$er o6 wor3s in the 19th -ent(ry - when the traditional a(thority o6 .onar-hs5 lords and $isho#s had $e+(n to wane - e?#lored the trait theory at len+th@ note es#e-ially the writin+s o6 Tho.as 'arlyle and o6 Iran-is >alton5 whose wor3s ha1e #ro.#ted de-ades o6 resear-h. 4n Heroes and Hero Worship (1:41)5 'arlyle identi6ied the talents5 s3ills5 and #hysi-al -hara-teristi-s o6 .en who rose to #ower. >altonKs Hereditary Genius (1:69) e?a.ined leadershi# D(alities in the 6a.ilies o6 #ower6(l .en. A6ter showin+ that the n(.$ers o6 e.inent relati1es dro##ed o66 when his 6o-(s .o1ed 6ro. 6irst-de+ree to se-ond-de+ree relati1es5 >alton -on-l(ded that leadershi# was inherited. 4n other words5 leaders were $orn5 not de1elo#ed. Goth o6 these nota$le wor3s lent +reat initial s(##ort 6or the notion that leadershi# is rooted in -hara-teristi-s o6 a leader.'e-il "hodes (1:83L1902) $elie1ed that #($li--s#irited leadershi# -o(ld $e n(rt(red $y identi6yin+ yo(n+ #eo#le with O.oral 6or-e o6 -hara-ter and instin-ts to leadO5 and ed(-atin+ the. in -onte?ts (s(-h as the -olle+iate en1iron.ent o6 the =ni1ersity o6 ,?6ord whi-h 6(rtherde1elo#ed s(-h -hara-teristi-s. 4nternational networ3s o6 s(-h leaders -o(ld hel# to #ro.ote international (nderstandin+ and hel# Orender war i.#ossi$leO. This 1ision o6 leadershi# (nderlay the -reation o6 the "hodes 2-holarshi#s5 whi-h ha1e hel#ed to sha#e notions o6 leadershi# sin-e their -reation in 1903. &eemergence of trait theory&ew .ethods and .eas(re.ents were de1elo#ed a6ter these in6l(ential re1iews that wo(ld (lti.ately reesta$lish the trait theory as a 1ia$le a##roa-h to the st(dy o6 leadershi#. Ior e?a.#le5 i.#ro1e.ents in resear-hersK (se o6 the ro(nd ro$in resear-h desi+n .ethodolo+y allowed resear-hers to see that indi1id(als -an and do e.er+e as leaders a-ross a 1ariety o6 sit(ations and tas3s. Additionally5 d(rin+ the 19:0s statisti-al ad1an-es allowed resear-hers to -ond(-t .eta-analyses5 in whi-h they -o(ld D(antitati1ely analy;e and s(..ari;e the 6indin+s6ro. a wide array o6 st(dies. This ad1ent allowed trait theorists to -reate a -o.#rehensi1e 38#i-t(re o6 #re1io(s leadershi# resear-h rather than rely on the D(alitati1e re1iews o6 the #ast.Attri+ute )attern a))roach'onsiderin+ the -riti-is.s o6 the trait theory o(tlined a$o1e5 se1eral resear-hers ha1e $e+(n toado#t a di66erent #ers#e-ti1e o6 leader indi1id(al di66eren-esQthe leader attri$(te #attern a##roa-h. 4n -ontrast to the traditional a##roa-h5 the leader attri$(te #attern a##roa-h is $ased on theoristsK ar+(.ents that the in6l(en-e o6 indi1id(al -hara-teristi-s on o(t-o.es is $est (nderstood $y -onsiderin+ the #erson as an inte+rated totality rather than a s(..ation o6 indi1id(al 1aria$les. 4n other words5 the leader attri$(te #attern a##roa-h ar+(es that inte+rated -onstellations or -o.$inations o6 indi1id(al di66eren-es .ay e?#lain s($stantial 1arian-e in $oth leader e.er+en-e and leader e66e-ti1eness $eyond that e?#lained $y sin+le attri$(tes5 or $y additi1e -o.$inations o6 .(lti#le attri$(tes.7ehavioral and style theories4n res#onse to the early -riti-is.s o6 the trait a##roa-h5 theorists $e+an to resear-h leadershi# as a set o6 $eha1iors5 e1al(atin+ the $eha1ior o6 s(--ess6(l leaders5 deter.inin+ a $eha1ior ta?ono.y5 and identi6yin+ $road leadershi# styles.5 6or e?a.#le5 #osited that leadershi# ta3es a stron+ #ersonality with a well-de1elo#ed #ositi1e e+o. To lead5 sel6--on6iden-e and hi+h sel6-estee. are (se6(l5 #erha#s e1en essential.Situational and contingency theories2it(ational theory also a##eared as a rea-tion to the trait theory o6 leadershi#. 2o-ial s-ientists ar+(ed that history was .ore than the res(lt o6 inter1ention o6 +reat .en as 'arlyle s(++ested.