College of Nursing, Christian University of Thailand

Teaching Plan (Theory)

Semester: Summer 3 Academic Year: 2014
Course Code: INUR 3319

Course Title: Leadership and Management in Nursing

Number of Credits: 3(3-0-6)

Teaching Topic: Concepts and Theories of Nursing Management
Name of Instructor: Ms. Wilaiwan Treetin
Day/Month/Year: 9.00-12.00; 0130-0430 AM (Theory)
Year of students: 4rd Year

Venue: 2-416

Learning Outcome : LO
The Responsible Distribution Map of Student Leaning Outcome from Curriculum to Courses (Curriculum Mapping)
Major Responsibility
Minor Responsibility
-- None
Course Title/
Learning
Outcome

Cognitive Skills
Ethics and Moral

Interpersonal Skills
and Responsibility

Knowledge

1. Have a sense of

1.

1.Creative

1.Can use

themselves and their

understanding of and analytical

comprehensive

thinking as a

between

and statistical

2. Sacrificing, Honesty,

sciences,

systematic way

groups adapted analyze data

3. Professional ethics

social

value and dignity of

2.

5. Self-control

understanding of relevant practical

responsibility for

and their performances

and Discipline

4. Respect for the

humanity

1.1.6 Distinguish

and

Knowledge 1. Possess

Numerical
Analysis,
Communication
and Information
technology Skills

creativity, critical interaction

humanities,
law

democracy
and

of solving
and problems.
3. Use

Knowledge professional

knowledge and

basic health and experiences in

mathematical

individuals and techniques to

to various

and interpret

situations

both

2. Can work

and qualitative

leader and

2. Can convert

(4.1)

as a team

quantitative
data

follower of the the data to

Professional skills

what is good from

nursing sciences achieving safe

various roles

quality and

6. Ability to utilize

midwifery (2.2)

services at all

information to

dealing with life

and

nursing practice.

Research

to oneself and to
practice.

evil.

ethical principles in
problems and issues in
8. A good role model
others in professional

and
3.

first

class and quality

nursing care

Knowledge (3.1)

understanding of

solve

levels and in
Can different

situations

appropriate
be used in

communicating
with

problems

(4.2)

4. Knowledge

scientific

manifest good a variety of

understanding of

the use of skills

social

emergency

Nursing

innovation

situations (4.3) procedures

Innovation

and

o 3.1.2

in healthcare

and

Medical and
Technology,

Communications
and Information
Technology

using

the 3.

process and leadership

3.1.3
Develop

effective
problem

individuals

Can and groups in

situations and

in to be used in
hospital

4. Respect and properly (5.2)

accept

3. Able to

among

effectively in

differences

communicate

5. Knowledge
and
understanding of
current research
practices and
advanced
technology to
adapt with the
rapid global and
local
technological
advancements

solving

individuals and speaking,

cultures (4.4)

listening and

(3.3)

5. The

writing (5.3)

think critically

presentation

and express

information

(4.5)

communication

sense of

usage to suit

for ones

circumstances

including a

(5.4)

situations

initiative to
as necessary
this freely

6. Show a
responsibility
duties

sense of

responsibility

4. Selection of
format,

technology

and English
individual

and groups

for personal
professional
and social

growth and
development
(4.6)

2 3 4

1
INUR
3319
Leader
ship
and
Manag
ement
In
Nursin
g

- -

The Responsible Distribution Map of Student Leaning Outcome from Curriculum to Courses (Curriculum Mapping)
Major Responsibility
Minor Responsibility
-- None
1
Week 1
Concepts and
Theories of
Nursing
Management
Organizational
and
Management
System
Week 2
Human
Resource
Management
WK 3
Nursing
Leadership
and Nursing
Management
Skills
WK 4
Nursing
Management
Skills
Time
Management
WK 5
Conflict
management
Risk

3 4

1 2

management
WK 7
Presentation,gr
oup
WK 8
Health
economics in
health care
systems
Using
Information
Technology in
Nursing care
WK 9
Issues and
trend in
nursing
management
Research in
nursing
WK 10
Knowledge
management
for nursing
WK 11
Guideline and
review for the
final
examination
Individual and
group
consultation
Presentation

On completion of the course, the students will be able to:

1.1
1.2
1.3

Define the concepts and related theories of nursing leadership and management

Describe the definitions and concepts of organizational structures and related system.
Define the definitions and the concepts of human resource management

1.4

Describe the definitions of nursing leadership and nursing management skills.

1.5

Apply the concepts of health economics in nursing management.

1.7

1.6 Discuss how to use information technology in nursing care delivery

system.

Discuss the issues and trends in nursing management.

Teaching Units
1. Concepts and related theories of nursing leadership and management
2. Organizational structure and nursing management system
3. Human resource management
4. Nursing leadership and nursing management skills
5. Health economics in nursing management
6. Using information technology in nursing in nursing care delivery system.
7. The issues and trends in nursing management

10

Behavi
oral
Objecti
ves of
each
teachi
ng
topic
1.
Define
some
concept
s of
leaders
hip and
manage
ment

Content of Each Teaching Topic (in brief)

1. Concepts and related theories of

nursing leadership and management
Introduction
Leadership and management are very
important concepts in nursing profession. In
this introduction, I would be relating the two
qualities that an administrator should possess.
A true administrator must be a leader and a
manger. On one hand, a leader often doesnt
have delegated authority. The power that the
2.
leader has acquired has come informally from
Draw
others in the group. Leaders focus on
the
empowering others, as well as motivating,
differen inspiring, and influencing others. True leaders
ce
must be sincere and energetic. A leader may
betwee be a risk-taker, but not to the extent that
na
others feel that they are reckless. On the other

Teachin
g and
Learnin
g
Activiti
es
Lecture
Discussi
on
Question
s
Reportin
g
Presenta
tion
Group
discussio
n
Mind
mapping
Journal
Reading

Teac
Evaluati Evalua
hing
on
tion
Aide
Methods results
s
Powe
rPoin
t
prese
ntati
on
Major
textb
ook
Boar
d and
mark
er

Quiz
Examinati
on
Midterm
and Final
Case
study
analysis
Assigning
and
Answerin
g
Assignme
nts

-The
student
s
showed
a high
enthusi
asm
regardin
g the
content.
-The
student
s are
able to
have a
group
discussi

11

Behavi
oral
Objecti
ves of
each
teachi
ng
topic
leader
and a
manage
r

Content of Each Teaching Topic (in brief)

hand, a manager is provided with this status as

a formal role which is given to him/her by
someone else. He/she has an assigned position
within the formal organization. A manager is
expected to carry out specific duties and has
3.
definite responsibilities. Control over processes,
Discuss decision-making, and the work of others are
about
included in the managers role. Good nursing
the best managers are skilled at coordinating resources,
leaders both financial and personnel, following rules,
hip
and meeting the goals and objectives
style

Teachin
g and
Learnin
g
Activiti
es

Teac
Evaluati Evalua
hing
on
tion
Aide
Methods results
s
on.

12

Behavi
oral
Objecti
ves of
each
teachi
ng
topic

Content of Each Teaching Topic (in brief)

II. Content
1. The concepts and theories of nursing management

Although differences do exist, the roles

can definitely overlap. The best case scenario
is for an individual to have the best
characteristics of both. All nurses are
leaders and managers at some level. We
all strive for a balance between doing the right
thing and doing things right. The rapid and
dramatic changes in health care make these
skills more important than ever. Critical
thinking skills, active listening skills, and good
coping skills are essential at all levels in
todays nursing workforce.
Both leaders and managers need to
have a vision for the future and lead the way
towards a productive and efficient unit with
satisfied personnel. We
can
never
stop

Teaching
and
Teachin
Learning
g Aides
Activitie
s
Lecture
Discussio
n
Questions
Reporting
Presentati
on
Group
discussio
n
Mind
mapping
Journal
Reading

PowerPoi
nt
presenta
tion
Major
textbook
Board
and
marker

Evalu
Evalua
ation
tion
Meth
results
ods
Quiz
Exami
nation

Midter
m and
Final
Case
study
analys
is
Assign
ing
and
Answe
ring
Assign
ments

-The
student
s
showed
a high
enthusi
asm
regardi
ng the
content
.
-The
student
s are
able to
have a
group
discussi

13

14

Behavioral
Objectives
of each
teaching
topic

Teaching
and
Content of Each Teaching Topic (in
Learning
brief)
Activitie
s
In this session, the following will be Lecture
discussed:
Discussio
1.1
Definitions of administration and n
Questions
management
Reporting
According to Theo Haimann, Administration means overall
determination of policies, setting of major objectives, the identification Presentati
on
of general purposes and laying down of broad programmes and
projects. It refers to the activities of higher level. It lays down basic
Group
principles of the enterprise. According to Newman, Administration
discussio
means guidance, leadership & control of the efforts of the groups
towards some common goals.
n
Mind
Whereas, management involves conceiving, initiating and bringing
mapping
together the various elements; coordinating, actuating, integrating the
diverse organizational components while sustaining the viability of the Journal
organization towards some pre-determined goals. In other words, it is
Reading
an art of getting things done through & with the people in formally
organized groups.

1.2
The concepts and theories of
nursing management
Different authorities define management
differently but have strong unifying
similarities in all the definitions. The term

Teachin
g Aides
PowerPoi
nt
presenta
tion
Major
textbook
Board
and
marker

Evalu
Evalua
ation
tion
Meth
results
ods
Quiz
Exami
nation

Midter
m and
Final
Case
study
analys
is
Assign
ing
and
Answe
ring
Assign
ments

-The
student
s
showed
a high
enthusi
asm
regardi
ng the
content
.
-The
student
s are
able to
have a
group
discussi
on.

15

Behavioral
Objectives
of each
teaching
topic
1. Define the

organizational
structure
2. Explain
the
characteristi
cs of an
organization
3. Explain
different
types of
organization
al structures
4. Discuss
the
advantages
and
disadvantag

Content of Each Teaching Topic (in

brief)
2. Organizational structure and
nursing management system
Introduction
In a changing world, organizations
must change as surely as individuals must
change.
Recent years have seen an
increase in organizational flattening, the
tendency to shrink the organizational
structure through the removal of layers of
hierarchy.
Content
An organizational structure is the
way in which a group is formed, its lines
of communication, and its means of
channeling authority and making
decisions.
Max Weber (1864-1920), a German
social scientist, is known as the father
of organizational theory. He spoke on

Teaching
and
Learning
Activitie
s
Lecture
Discussio
n
Questions
Reporting
Presentati
on
Group
discussio
n
Mind
mapping
Journal
Reading

Teachin
g Aides
PowerPoi
nt
presenta
tion
Major
textbook
Board
and
marker

Evalu
Evalua
ation
tion
Meth
results
ods
Quiz
Exami
nation

Midter
m and
Final
Case
study
analys
is
Assign
ing
and
Answe
ring
Assign
ments

-The
student
s
showed
a high
enthusi
asm
regardi
ng the
content
.
-The
student
s are
able to
have a
group
discussi
on.

16

Behavioral
Objectives
of each
teaching
topic
es of each
organization
al structure.

Content of Each Teaching Topic (in

brief)
Bureaucracy, power and
control
According to Max Weber,
bureaucratic administration
means fundamentally the exercise of
control on the basis of knowledge
(Weber, 1947).
Power is principally exemplified within
organizations by the process of
control.
According to Max Weber, power is
any relationship within which one
person could impose his will, while
authority existed when there was a
belief in the legitimacy of that power.
An organization is characterized by:
1. '...a continuous organization of
official functions bound by rules';

Teaching
and
Teachin
Learning
g Aides
Activitie
s

Evalu
Evalua
ation
tion
Meth
results
ods

17

Behavioral
Objectives
of each
teaching
topic

Content of Each Teaching Topic (in

brief)
2. Specialization: each office has a
defined sphere of competence,
involving division of labour.
3. A clearly defined hierarchy of
offices: a firm system of supervision
based on clear levels of authority.
Each official knows whom to report to
with specified rights of control and
complaint procedures;
Conclusion
There are different types of
organizational structures. The best of
them, is the one that allows
employees to share their ideas with
the chain of command.

Teaching
and
Teachin
Learning
g Aides
Activitie
s

Evalu
Evalua
ation
tion
Meth
results
ods

18

Behavio
ral
Objecti
ves of
each
teachin
g topic
1.
Explain
the
principle
s of
human
resource
manage
ment

Content of Each Teaching Topic (in brief)

3. Human Resource Management

Introduction
Human resource management is one function
of the organization that deals with maximizing all
human resources for the accomplishment of the
organizational goals. Human resource management
(HRM), or human resource development, entails
planning, implementing, and managing recruitment,
as well as selection, training, career, and
organizational development initiatives within an
2.
organization. The goal of HRM is to maximize the
Explain
productivity of an organization by optimizing the
the
effectiveness of its employees while simultaneously
process improving the work life of employees and treating
of
employees with respect and dignity as valuable
increasin resources.
g
Content
producti
Implementation of HRM plans involves four

Teach
ing
and
Learn
ing
Activi
ties
Lectur
e
Discu
ssion
Questi
ons
Repor
ting
Prese
ntatio
n
Group
discus
sion
Mind
mappi
ng
Journa

Evalu Evalu
Teach
ation ation
ing
Meth resul
Aides
ods
ts
Power
Point
prese
ntatio
n
Major
textbo
ok
Board
and
marke
r

Quiz
Exami
nation

Midter
m and
Final
Case
study
analys
is
Assign
ing
and
Answe
ring
Assign
ments

-The
stude
nts
show
ed a
high
enthu
siasm
regar
ding
the
conte
nt.
-The
stude
nts
are
able

19

Behavio
ral
Objecti
ves of
each
teachin
g topic
vity
using
manpow
er.

Teach
ing
Evalu Evalu
and Teach
ation ation
Content of Each Teaching Topic (in brief)
Learn ing
Meth resul
ing
Aides
ods
ts
Activi
ties
primary
activities:
acquisition,
development, l
to
compensation, and maintenance. Acquisition entails Readi
have
the hiring of workers most likely to help a company ng
a
attain
its
goals.
The
development
function
group
encompasses the training of workers to perform their
discu
tasks in accordance with company strategy. This
ssion.
activity also involves company efforts to control and
change employee behavior via reviews, appraisals,
incentives,
and
discipline.
Conclusion
HR is a product of the human relations movement of the early 20th century, when
researchers began documenting ways of creating business value through the strategic
management of the workforce. The function was initially dominated by transactional
work, such as payroll and benefits administration, but due to globalization, company
consolidation, technological advances, and further research, HR as of 2015 focuses on
strategic initiatives like mergers and acquisitions, talent management, succession
planning, industrial and labor relations, and diversity and inclusion

20

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
- Concepts of leadership
In 2002, nurses are in distinct position
to influence to influence health care
policy and legislation. We need
nursing leadership to exert the
influence and by nurturing both
leadership as well as clinical skills, we
can.
-Leadership roles
Here are the five important roles that a
leader must play:
1. Communicator: The most effective
leaders use all levels of
communication to reach out to staff,
customers/clients and other
stakeholders. They proactively
encourage the exchange of information
within the organization. All
communication whether verbal,

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and
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21

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
written or online communicates
consistency and clearly defines what
the organization stands for. Successful
leaders develop the art of selecting
personal communication styles that are
open, honest, fair and appropriate to
the different situations and audiences.
These leaders have also developed the
skill of actively listening to others,
including those with opposing views.
They carefully and thoughtfully make
course corrections as the need arises.
2.

understand how the

different functions of the
organization work
together and how it can
best respond to external
and internal changes; learn
the strengths and

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22

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
weaknesses of the
organization, and the
opportunities and threats
facing it; understand how
the strategic objectives are
influenced by current and
future business and
economic forecasts;
recognize that the
operational objectives and
targets must be in line with
and support the strategic
objectives of the
organization; and be aware
of and respond to the
behavior of current and
potential competitors.

3. Decision-maker: Developing a
consistent approach to the analysis of

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and
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23

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
information is imperative to effective
decision-making. In making important
decisions and prior to implementation,
the leader must consider the impact of
such choices on all stakeholders.
Drawing on ones business knowledge
and experience as well as the
knowledge of the collective team will
help the organization to identify
current and potential problems. It will
also provide the platform on which to
study a range of solutions before
selecting the final one, thus making
sure that the selected decisions fit
within organizations mission and
goals.
4. Team-builder: Effective teambuilding rests upon ensuring that
individuals and teams are kept

Teaching
and
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Activities

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24

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
informed of plans, developments and
issues that will affect them and the
way they do their job. Team-building
helps its members to understand and
meaningfully contribute to the
organizations strategic goals. It also
requires an appreciation for
contributions made at all
organizational levels. Team members
must also be confident that individual
and team efforts will be fairly
reviewed and recognized as
appropriate. An effective team-builder
empowers team members to excel and
provides appropriate support and
timely feedback that will support
employee initiative.
5. Image-builder: A consistent
demonstration of fairness, integrity

Teaching
and
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25

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
and professionalism builds the kind of
image that supports professional
achievement and employee support.
These characteristics must also work
in tandem with being open-minded and
responsive to, and supportive of, the
needs of individuals as well as the
team. When an organization strives to
institute an effective organizational
culture and demands high standards
across the board, an extraordinary
level of performance results. Adopting
an ethical approach to business and
personal dealings set the stage for
trust, credibility and influence among
peers as well as team members.
- Leadership Theories:
-Great man theory and trait theories
Based on the belief that leaders are

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26

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
exceptional people, born with innate
qualities, destined to lead. The use
term man was intentional since until
the latter part of the twentieth century
leadership was thought as a concept
which is primarily male, military and
Western. This led to the next school of
Trait Theories.
-Behavioral theory
This concentrate on what leaders
actually do rather than their qualities.
Different patterns of behavior are
observed and categorized as style of
leadership. This are area has probably
attracted most attention from
practicing managers.
-Situational and contingency
leadership theories
This approach see leadership as
specific to the situation in which it is
being exercised. For example, whilst
some situations may require an
autocrative style, others may need a
more participative approach. It also
proposes that there may be differences

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27

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
in required leadership styles at
different levels in the same
organization.
-Contemporary theories of
leadership
The contemporary leadership models
argue that the effective leaders are
those who have the cognitive and
behavioural capacity to recognize and
react to paradox, contradiction, and
complexity in their environments.
(Denison, Hooijberg, & Quinn, 1995)
Most common contemporary
leadership models include charismatic,
transformational and transactional
leadership.
-Interactional leadership theories
While some leaders strive to keep their
focus squarely upon the business at
hand, others who ascribe to the
interactional approach theory dedicate
time to considering how workers
interactions with each other could
impact the work environment. This
theory argues that the way in which
workers interact is of vital importance
within the business environment, as

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28

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
these interactions set the climate and
have a major impact on factors directly
related to business success, including
employee morale and productivity.
-Transformational leadership
The central concept here is change and
the role of leadership is envisioning
and implementing the transformation
of organization performance.
- Leadership styles

Autocratic
(Authoritarian)
the leader takes
the decision and
announces them,
expecting
subordinates to
carry them out
without question
(the Telling style)
Bureaucratic -

is

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29

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
leadership based upon fixed
official duties under a
hierarchy of authority, applying
a system of rules for
management and decisionmaking. This style of
leadership can be advantageous
in highly regulated lines of
business, and it can be an
efficient management style in
companies that don't require
much creativity or innovation
from employees.

Democratic
using this style the
leader would
characteristically
lay the problem
before his or her
subordinates and
invite discussion.
The leaders role is
that of conference
leader, or chair,

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30

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
rather than that of
decision taker. He
or she will allow
the decision to
emerge out of the
process of group
discussion, instead
of imposing it on
the group as its
boss (the Joining
style).
Coercive -

is the ability

of a manager to force an
employee to follow an order by
threatening the employee with
punishment if the employee
does not comply with the order.

Transactional

also

known as
managerial leadership, focuses
on the role of supervision,
organization, and group
performance;transactional

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31

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
leadership is
a style of leadership in which
the leader promotes
compliance of his/her followers
through both rewards and
punishments.

Transformational
is a style of leadership where
the leader is charged with
identifying the needed change,
creating a vision to guide the
change through inspiration, and
executing the change in tandem
with committed members of
the group.

Laissez-Faire

allow

followers to have complete

freedom to make decisions
concerning the completion of
their work. It allows followers
a high degree of autonomy and
self-rule, while at the same
time offering guidance and
support when requested.

Leadership skills

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1.
Explai
n the
basic
conce
pts of
leader
ship
2.
Explai
n the
leader
ship
roles.
3.
Discu
ss
nursin
g
leader
ship
skills.
4.
Discu

4. Nursing Leadership skills

Introduction
Leadership skills are very important for the achievement
of the organizational goals, hence the court:
"Leadership is a function of knowing yourself, having a
vision that is well communicated, building trust
among colleagues, and taking effective action to
realize your own leadership potential."
Prof. Warren Bennis
Good skills in leadership lead to the success of the
organization, and to the full satisfaction of the
employees. The leadership are reflected below, and are
all for the benefits of the organization.
Leadership goes along with a legitimate power, as
without power leadership becomes nothing.
Contents: In the presentation, the leadership roles will
be discussed among others

Lectur
e
Discus
sion
Questi
ons
Report
ing
Prese
ntatio
n
Group
discus
sion
Mind
mappi
ng
Journa
l
Readi
ng

Power
Point
prese
ntatio
n
Major
textbo
ok
Board
and
marke
r

Quiz
Exami
nation

Midter
m and
Final
Case
study
analys
is
Assign
ing
and
Answe
ring
Assign
ments

-The
stude
nts
show
ed a
high
enthu
siasm
regar
ding
the
conte
nt.
-The
stude
nts
are
able
to
have
a
group
discu
ssion.

33

ss
leader
ship
theori
es
5.
Descri
be
the
leader
ship
styles
and
how
to
apply
them
in
nursin
g
profes
sion.

34

Content
4. Nursing leadership and nursing management skills
4.1 Leadership The leadership theory a nurse chooses should reflect her ideals and one be
one she can most effectively use. No one rates the theories as to most enlightened or best
received. Once aware of the existing theories, a nurse can subscribe to whichever fits his or
her personality best. Nurses are often encouraged to take leadership and management course
or lesson in the curriculum.
Leadership theories:

Early western history

The search for the characteristics or traits of leaders has continued for centuries. Philosophical
writings from Plato's Republic[4] to Plutarch's Lives have explored the question "What qualities

35

distinguish an individual as a leader?" Underlying this search was the early recognition of the
importance of leadershipand the assumption that leadership is rooted in the characteristics that
certain individuals possess. This idea that leadership is based on individual attributes is known
as the "trait theory of leadership".
A number of works in the 19th century - when the traditional authority of monarchs, lords and
bishops had begun to wane - explored the trait theory at length: note especially the writings of
Thomas Carlyle and of Francis Galton, whose works have prompted decades of research. In
Heroes and Hero Worship (1841), Carlyle identified the talents, skills, and physical
characteristics of men who rose to power. Galton's Hereditary Genius (1869) examined
leadership qualities in the families of powerful men. After showing that the numbers of
eminent relatives dropped off when his focus moved from first-degree to second-degree
relatives, Galton concluded that leadership was inherited. In other words, leaders were born,
not developed. Both of these notable works lent great initial support for the notion that
leadership is rooted in characteristics of a leader.
Cecil Rhodes (18531902) believed that public-spirited leadership could be nurtured by
identifying young people with "moral force of character and instincts to lead", and educating
them in contexts (such as the collegiate environment of the University of Oxford which further
developed such characteristics. International networks of such leaders could help to promote
international understanding and help "render war impossible". This vision of leadership
underlay the creation of the Rhodes Scholarships, which have helped to shape notions of
leadership since their creation in 1903.

Reemergence of trait theory

New methods and measurements were developed after these influential reviews that would
ultimately reestablish the trait theory as a viable approach to the study of leadership. For
example, improvements in researchers' use of the round robin research design methodology
allowed researchers to see that individuals can and do emerge as leaders across a variety of
situations and tasks. Additionally, during the 1980s statistical advances allowed researchers to
conduct meta-analyses, in which they could quantitatively analyze and summarize the findings
from a wide array of studies. This advent allowed trait theorists to create a comprehensive

36

picture of previous leadership research rather than rely on the qualitative reviews of the past.

Attribute pattern approach

Considering the criticisms of the trait theory outlined above, several researchers have begun to
adopt a different perspective of leader individual differencesthe leader attribute pattern
approach. In contrast to the traditional approach, the leader attribute pattern approach is based
on theorists' arguments that the influence of individual characteristics on outcomes is best
understood by considering the person as an integrated totality rather than a summation of
individual variables. In other words, the leader attribute pattern approach argues that
integrated constellations or combinations of individual differences may explain substantial
variance in both leader emergence and leader effectiveness beyond that explained by single
attributes, or by additive combinations of multiple attributes.

Behavioral and style theories

In response to the early criticisms of the trait approach, theorists began to research leadership
as a set of behaviors, evaluating the behavior of successful leaders, determining a behavior
taxonomy, and identifying broad leadership styles., for example, posited that leadership takes
a strong personality with a well-developed positive ego. To lead, self-confidence and high
self-esteem are useful, perhaps even essential.

Situational and contingency theories

Situational theory also appeared as a reaction to the trait theory of leadership. Social scientists
argued that history was more than the result of intervention of great men as Carlyle suggested.
Herbert Spencer (1884) (and Karl Marx) said that the times produce the person and not the
other way around.This theory assumes that different situations call for different
characteristics; according to this group of theories, no single optimal psychographic profile of
a leader exists. According to the theory, "what an individual actually does when acting as a l
eader is in large part dependent upon characteristics of the situation in which he functions.[

37

Functional theory
Functional leadership theory (Hackman & Walton, 1986; McGrath, 1962; Adair, 1988; Kouzes
& Posner, 1995) is a particularly useful theory for addressing specific leader behaviors
expected to contribute to organizational or unit effectiveness. This theory argues that the
leader's main job is to see that whatever is necessary to group needs is taken care of; thus, a
leader can be said to have done their job well when they have contributed to group
effectiveness and cohesion (Fleishman et al., 1991; Hackman & Wageman, 2005; Hackman &
Walton, 1986).

Integrated psychological theory

The Integrated Psychological theory of leadership is an attempt to integrate the strengths of
the older theories (i.e. traits, behavioral/styles, situational and functional) while addressing
their limitations, largely by introducing a new element the need for leaders to develop their
leadership presence, attitude toward others and behavioral flexibility by practicing
psychological mastery. It also offers a foundation for leaders wanting to apply the
philosophies of servant leadership and authentic leadership.

Transactional and transformational theories

Bernard Bass and colleagues developed the idea of two different types of leadership,
transactional that involves exchange of labor for rewards and transformational which is based
on concern for employees, intellectual stimulation, and providing a group vision.
The transactional leader (Burns, 1978)]is given power to perform certain tasks and reward or
punish for the team's performance. It gives the opportunity to the manager to lead the group
and the group agrees to follow his lead to accomplish a predetermined goal in exchange for
something else. Power is given to the leader to evaluate, correct, and train subordinates when
productivity is not up to the desired level, and reward effectiveness when expected outcome is
reached.

38

Leadermember exchange theory

Another theory that addresses a specific aspect of the leadership process is the leadermember
exchange (LMX) theory which evolved from an earlier theory called the vertical dyad linkage
(VDL) model. Both of these models focus on the interaction between leaders and individual
followers. Similar to the transactional approach, this interaction is viewed as a fair exchange
whereby the leader provides certain benefits such as task guidance, advice, support, and/or
significant rewards and the followers reciprocate by giving the leader respect, cooperation,
commitment to the task and good performance. However, LMX recognizes that leaders and
individual followers will vary in the type of exchange that develops between them. LMX
theorizes that the type of exchanges between the leader and specific followers can lead to the
creation of in-groups and out-groups. In-group members are said to have high-quality
exchanges with the leader, while out-group members have low-quality exchanges with the
leader.
Conclusion:
Leadership has been described as "a process of social influence in which a person can enlist
the aid and support of others in the accomplishment of a common task"For example, some
understand a leader simply as somebody whom people follow, or as somebody who guides or
directs others, while others define leadership as "motivating and organizing a group of people
to achieve a common goal"
Studies of leadership have produced theories involving traits, situational interaction, function,
behavior, power, vision and values, charisma, and intelligence, among others.

39

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
4.2 Nursing
management Skills
Introduction:
nurse manager has a
complex and
demanding job that
involves coordinating
the work of people
with varying skills,
education and
personalities to
provide safe, highquality patient care.
Content:

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4.2.1 Staffing
The selection and
training of individuals
for specific job
functions, and
charging them with
the associated
responsibilities.
Accountability
In ethics and
governance,
accountability is
answerability,
blameworthiness,
liability, and the
expectation of
account-giving. As an
aspect of governance,
it has been central to
discussions related to
problems in the public

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sector, nonprofit and
private (corporate)
worlds. In leadership
roles,accountability is
the acknowledgment
and assumption of
responsibility for
actions, products,
decisions, and policies
including the
administration,
governance, and
implementation within
the scope of the role
or employment
position and
encompassing the
obligation to report,
explain and be
answerable for
resulting

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consequences.
Policy of staffing
Staffing policy is
concerned with the
selection of employees
for particular jobs. At
one level, this involves
selecting individuals
who have the skills
required to do
particular jobs. At
another level, staffing
policy can be a tool for
developing and
promoting corporate
culture.3 By corporate
culture, we mean the
organization's norms
and value systems. We
encountered the
concept in Chapter 13

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when we discussed the
use of "cultural
controls" in
businesses, noting
that strong cultural
controls help the firm
pursue its strategy.
Firms pursuing
transnational and
global strategies have
high needs for a strong
unifying culture, and
the need is somewhat
lower for firms
pursuing an
international strategy
and lowest of all for
firms pursuing a
multidomestic
strategy.
Patient classification

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systems
Patient classification
systems (PCS), also
known as patient
acuity systems, are
used to assist a nurse
leader to determine
workload requirements
and staffing needs
(Sullivan, 2005). There
are different kinds of
PCS available, but
according to Sullivan,
the three most
commonly used PCS
are:
Descriptive: Purely
subjective system
whereby a nurse
selects which category
best suits the patient.

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Checklist: Also a
subjective system
whereby the acuity
level of a patient is
assigned as a
numerical value based
upon the level of
activity in the specific
categories. The
numerical value is
added up to give the
nurse an overall
rating.
Time standards:
Another method
whereby the charge
nurse assigns a time
value based upon
various activities that
need to be completed
for the patient. The

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time value is totaled
and converted to an
acuity level
International nurses
The International
Council of Nurses (ICN)
is a federation of more
than 130 national
nurses associations. It
was founded in 1899
and was the first
international
organization for health
care professionals. It is
headquartered in
Geneva, Switzerland.
The organization's
goals are to bring
nurses' organizations
together in a
worldwide body, to

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advance the socioeconomic status of
nurses and the
profession of nursing
worldwide, and to
influence global and
domestic health policy.
Membership is limited
to one nursing
organization per
nation. In most cases,
this is the national
nurses' association
(such as the American
Nurses Association,
the Slovak Chamber of
Nurses and Midwives
or the Nursing
Association of Nepal).
In 2001, the ICN

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permitted its members
to adopt alliance or
collaborative
structures to be more
inclusive of other
domestic nursing
groups. However, few
member organizations
have adopted the new
structures.
4.2.2 Nursing
supervision
Nursing care hours
This measure tracks
the total number of
direct nursing care
hours (RNs and PCTs)
compared to the
number of patients in
the hospital. A higher
number may indicate

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that a hospital
provides a higher level
of patient care.
Nursing Shortage
Nursing shortage is a
problem in several
districts of Norway.
This nurse is employed
at a nursing home.
Nursing shortage
refers to a situation
where the demand for
nursing professionals,
such as Registered
Nurses (RN), exceeds
the supply, either
locally (e.g. within a
given health care
facility), nationally or
globally. It can be
measured, for

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instance, when the
nurse-to-patient ratio,
the nurse-topopulation ratio, or the
number of job
openings necessitates
a higher number of
nurses working in
health care than
currently available.
This situation is
observed in developed
and developing
nations around the
world.
Nursing shortage is
not necessarily due to
a lack of supply of
trained nurses in a
jurisdiction. In some
cases, perceived

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shortages occur
simultaneously with
increased admission
rates of students into
nursing schools.
Potential factors
include: lack of
adequate staffing
ratios in hospitals and
other health care
facilities, lack of
placement programs
for newly trained
nurses, and
inadequate worker
retention incentives.
Globally, the World
Health Organization
(WHO) estimates a
shortage of almost 4.3
million nurses,

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physicians and other
health human
resources worldwide reported to be the
result of decades of
underinvestment in
health worker
education, training,
wages, working
environment and
management.
Standard of care
Standards of practice
(standards of care) are
guidelines used to
determine what a
nurse should or should
not do. Standards may
be defined as a
benchmark of

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achievement which is
based on a desired
level of excellence.
Standards of care
(SOCs) measure the
degree of excellence in
nursing care and
describe a competent
level of nursing care.
A standard is a model
of established practice
that is commonly
accepted as correct.
The care provided by
nurses is guided by
standards of care.
Standards of care were
developed and
implemented to define

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the quality of care
provided. They are the
basis for nursing care
and draw on the latest
scientific data from
nursing literature.
Clinical, administrative
and academic experts
have contributed to
the development of
standards of nursing
practice.
Standards of clinical
Practice
The impact of nursing
care on client
outcomes must be
visible if nursing is to
obtain its share of the
health care dollar. The
first step in

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substantiating
nursing's input on
health care is to
describe the
responsibilities for
which nurses are
accountable. The ANA
Standards of Clinical
Nursing Practice
(1991a) identify those
responsibilities, setting
the stage for
implementing practice
guidelines.
Licensing
Nurse licensure is the
process by which
various regulatory
bodies, usually a
Board of Nursing,
regulate the practice

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of nursing within its
jurisdiction. The
primary purpose of
nurse licensure is to
grant permission to
practice as a nurse
after verifying the
applicant has met
minimal competencies
to safely perform
nursing activities
within nursing's scope
of practice. Licensure
is necessary when the
regulated activities are
complex, require
specialized knowledge
and skill and
independent decision
making.[1]

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Nurse licensure also
provides:
Nursing activities may
only be legally
performed by
individuals holding a
nursing license issued
by the regulatory body
Title protection: only
the persons issued a
license are legally
permitted to use
certain titles, such as
registered nurse,
advanced practice
registered nurse, etc.
In order to assure that
the public is protected,
authority is granted to
the regulatory body to
take disciplinary action

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in the event the

licensee violate the
law or any rules
promulgated by the
regulatory body.

Behavioral
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4.2.3 Time
management
Time management
refers to the way that
you organize and plan
how long you spend on
specific activities.
It may seem counterintuitive to dedicate
precious time to

59

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learning about time
management, instead
of using it to get on
with your work, but
the benefits are
enormous :
Greater productivity
and efficiency.
A better professional
reputation.
Less stress.
Increased
opportunities for
advancement.
Greater opportunities
to achieve important
life and career goals.
Three basic steps in
time management
Time management is
one of the least well-

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mastered and most
desired skills in out
fast-paced modern
society. Time
management is critical
to doing everything
you want to do, and
achieving your
individual version of
what your ultimate
success is. Here is a
list of a few fairly
simple things can you
do to significantly
improve your time
management ability.
1. Eliminate time
wasters in your life.
Time wasters are those
things that interrupt
you while you are

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working on something,
but things that you
would not have
consciously chosen to
do with your time. Try
eliminating these time
wasters and make
some important
strides toward
managing your time
better.
. List
You knew this was
coming. Make a list of
what is truly important
in your life and get
started doing the
things on your list.
One of the keys to
managing your time is

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the ability to prioritize.
You absolutely must
know what you want
to accomplish and
then go and do it!
Todays world an
almost overwhelming
number of
distractions, and when
you allow those
distractions to become
your priority, you
sacrifice your time
management.
3. Focus
Begin to focus on your
time management
throughout the course
of your day. You must
consistently focus on
whats happening with

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your time. Look for
the leaks in your plan.
4.2.4 Delegation
Delegation is the
assignment of
responsibility or
authority to another
person (normally from
a manager to a
subordinate) to carry
out specific activities.
It is one of the core
concepts of
management
leadership. However,
the person who
delegated the work
remains accountable
for the outcome of the
delegated work.
Delegation empowers

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a subordinate to make
decisions, i.e. it is a
shift of decisionmaking authority from
one organizational
level to a lower one.
Delegation, if properly
done, is not
abdication. The
opposite of effective
delegation is
micromanagement,
where a manager
provides too much
input, direction, and
review of delegated
work. In general,
delegation is good and
can save money and
time, help in building
skills, and motivate

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people. Poor
delegation, on the
other hand, might
cause frustration and
confusion to all the
involved parties. Some
agents however do not
favour a delegation
and consider the
power of making a
decision rather
burdensome.
Conclusion
Nurse managers must
assume responsibility
for staff performance,
financial management,
resource utilization
and patient outcomes,
as well as ensuring
that care is delivered

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according to standards
of practice and
organizational policy. A
good nurse manager
should provide
leadership, ensure the
unit or department
runs smoothly and be
a professional role
model for her staff.

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Content of Each
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brief)
Leadership soft
skills
Communications
Motivation
Stress Management
Team Building
Change Management
Management
hard skills
Scheduling
Staffing
Activity Analysis
Project Controls
Conclusion
All managers should
have possess the
following qualities:
consider alternatives
to design, estimating
costs involved,
establish risks to the

Teaching
and
Learning
Activities
Lecture
Discussion
Questions
Reporting
Presentati
on
Group
discussion
Mind
mapping
Journal
Reading

Teaching
Aides
PowerPoint
presentati
on
Major
textbook
Board and
marker

Evaluatio
Evaluatio
n
n results
Methods
Quiz
Examinati
on
Midterm
and Final
Case
study
analysis
Assigning
and
Answering
Assignmen
ts

-The
students
showed a
high
enthusias
m
regarding
the
content.
-The
students
are able to
have a
group
discussion
.

68

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

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and
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Activities

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Aides

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n
n results
Methods

Lecture
Discussion
Questions
Reporting

PowerPoint
presentati
on
Major

Quiz
Examinati
on
Midterm

organization,
developing a schedule
for the project that
includes: decision
steps, manage change
in an orderly fashion,
keeping the team
motivated and
informed and
reviewing
responsibilities and
goals with each team
player

3. Health economics
in nursing
management

4.2.4 Conflict
management
Introduction
Conflict management

-The
students
showed a
high

69

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
is the process of
limiting the negative
aspects of conflict
while increasing the
positive aspects of
conflict. The aim of
conflict management
is to enhance learning
and group outcomes,
including effectiveness
or performance in
organizational setting.
Content
Alternative dispute
resolutions
Alternative dispute
resolution (ADR;
known in some
countries, such as
Australia as external
dispute resolution)

Teaching
and
Teaching
Learning
Aides
Activities
Presentati textbook
on
Board and
Group
marker
discussion
Mind
mapping
Journal
Reading

Evaluatio
Evaluatio
n
n results
Methods
and Final
Case
study
analysis
Assigning
and
Answering
Assignmen
ts

enthusias
m
regarding
the
content.
-The
students
are able to
have a
group
discussion
.

70

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
includes dispute
resolution processes
and techniques that
act as a means for
disagreeing parties to
come to an agreement
short of litigation. It is
a collective term for
the ways that parties
can settle disputes,
with (or without) the
help of a third party.
Conclusion
It's important to
remember that there
are many strategies
we can use in conflict
situations, but each of
us tends to habitually
use some strategies
more often than

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71

Behavioral
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teaching topic

Content of Each
Teaching Topic (in
brief)
others. To most
effectively resolve a
conflict, we should use
the strategy that is
most appropriate for
that particular conflict
situation. However,
that strategy might
not be the strategy
that we habitually use.

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Behavioral
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teaching topic
4. Using information
technology in
nursing in nursing
care delivery
system.

Teaching
and
Learning
Activities
4.2.6 Risk
Lecture
Discussion
management
Questions
Introduction
Reporting
Risk management is
Presentati
the identification,
on
assessment, and
Group
prioritization of risks
discussion
(defined in ISO 31000 Mind
as the effect of
mapping
uncertainty on
Journal
objectives) followed by Reading
coordinated and
economical application
of resources to
minimize, monitor, and
control the probability
and/or impact of
unfortunate events or
to maximize the
realization of
Content of Each
Teaching Topic (in
brief)

Teaching
Aides
PowerPoin
t
presentati
on
Major
textbook
Board and
marker

Evaluatio
Evaluatio
n
n results
Methods
Quiz
Examinati
on
Midterm
and Final
Case
study
analysis
Assigning
and
Answering
Assignmen
ts

-The
students
showed a
high
enthusias
m
regarding
the
content.
-The
students
are able to
have a
group
discussion
.

73

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
opportunities. Risk
managements
objective is to assure
uncertainty does not
deviate the endeavor
from the business
goals.
Risks can come from
different ways e.g.
uncertainty in financial
markets, threats from
project failures (at any
phase in design,
development,
production, or
sustainment lifecycles), legal liabilities,
credit risk, accidents,
natural causes and
disasters as well as
deliberate attack from

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74

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
an adversary, or
events of uncertain or
unpredictable rootcause. There are two
types of events i.e.
negative events can
be classified as risks
while positive events
are classified as
opportunities. Several
risk management
standards have been
developed including
the Project
Management Institute,
the National Institute
of Standards and
Technology, actuarial
societies, and ISO
standards.Methods,
definitions and goals

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75

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
vary widely according
to whether the risk
management method
is in the context of
project management,
security, engineering,
industrial processes,
financial portfolios,
actuarial assessments,
or public health and
safety.
Method
For the most part,
these methods consist
of the following
elements, performed,
more or less, in the
following order.
1.identify, characterize
threats
2.assess the

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76

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
vulnerability of critical
assets to specific
threats
3.determine the risk
(i.e. the expected
likelihood and
consequences of
specific types of
attacks on specific
assets)
4.identify ways to
reduce those risks
5.prioritize risk
reduction measures
based on a strategy
Principles of risk
management
The International
Organization for
Standardization (ISO)
identifies the following

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77

Behavioral
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teaching topic

Content of Each
Teaching Topic (in
brief)
principles of risk
management:
Risk management
should:
create value
resources expended to
mitigate risk should be
less than the
consequence of
inaction, or (as in
value engineering),
the gain should exceed
the pain
be an integral part of
organizational
processes
be part of decision
making process
explicitly address
uncertainty and
assumptions

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78

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
be systematic and
structured process
be based on the best
available information
be tailorable
take human factors
into account
be transparent and
inclusive
be dynamic, iterative
and responsive to
change
be capable of
continual improvement
and enhancement
be continually or
periodically reassessed.
Process[edit]
According to the

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79

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
standard ISO 31000
"Risk management
Principles and
guidelines on
implementation,"[4]
the process of risk
management consists
of several steps as
follows:
Establishing the
context is involves:
1.identification of risk
in a selected domain
of interest
2.planning the
remainder of the
process
3.mapping out the
following: the social
scope of risk
management

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Behavioral
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teaching topic

Content of Each
Teaching Topic (in
brief)
the identity and
objectives of
stakeholders
the basis upon which
risks will be evaluated,
constraints.
4.defining a framework
for the activity and an
agenda for
identification
5.developing an
analysis of risks
involved in the process
6.mitigation or solution
of risks using available
technological, human
and organizational
resources.
Assessment
Once risks have been
identified, they must

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81

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
then be assessed as to
their potential severity
of impact (generally a
negative impact, such
as damage or loss)
and to the probability
of occurrence. These
quantities can be
either simple to
measure, in the case
of the value of a lost
building, or impossible
to know for sure in the
case of the probability
of an unlikely event
occurring. Therefore,
in the assessment
process it is critical to
make the best
educated decisions in
order to properly

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82

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
prioritize the
implementation of the
risk management plan.
Review and evaluation
of the plan
Initial risk
management plans
will never be perfect.
Practice, experience,
and actual loss results
will necessitate
changes in the plan
and contribute
information to allow
possible different
decisions to be made
in dealing with the
risks being faced.
Risk analysis results
and management
plans should be

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83

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
updated periodically.
There are two primary
reasons for this:
1.to evaluate whether
the previously selected
security controls are
still applicable and
effective
2. To evaluate the
possible risk level
changes in the
business environment.
For example,
information risks are a
good example of
rapidly changing
business environment.
Conclusion
Prioritizing the risk
management
processes too highly

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Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
could keep an
organization from ever
completing a project
or even getting
started. This is
especially true if other
work is suspended
until the risk
management process
is considered
complete.
It is also important to
keep in mind the
distinction between
risk and uncertainty.
Risk can be measured
by impacts x
probability.
If risks are improperly

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85

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)
assessed and
prioritized, time can be
wasted in dealing with
risk of losses that are
not likely to occur.
Spending too much
time assessing and
managing unlikely
risks can divert
resources that could
be used more
profitably. Unlikely
events do occur but if
the risk is unlikely
enough to occur it may
be better to simply
retain the risk and deal
with the result if the
loss does in fact occur.
Qualitative risk
assessment is

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86

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

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and
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Activities

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Aides

Evaluatio
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n
n results
Methods

Teaching
Aides

Evaluatio
Evaluatio
n
n results
Methods

PowerPoint
presentati
on
Major

Quiz
Examinati
on
Midterm

subjective and lacks

consistency. The
primary justification
for a formal risk
assessment process is
legal and bureaucratic.
5. The issues and
trends in nursing
management

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

Teaching
and
Learning
Activities
Lecture
Discussion
Questions
Reporting

-The
students
showed a
high

87

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

Teaching
and
Teaching
Learning
Aides
Activities
Presentati textbook
on
Board and
Group
marker
discussion
Mind
mapping
Journal
Reading

Evaluatio
Evaluatio
n
n results
Methods
and Final
Case
study
analysis
Assigning
and
Answering
Assignmen
ts

enthusias
m
regarding
the
content.
-The
students
are able to
have a
group
discussion
.

88

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

Teaching
and
Learning
Activities

Teaching
Aides

Evaluatio
Evaluatio
n
n results
Methods

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

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and
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Aides

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n
n results
Methods

89

Behavioral
Objectives of each
teaching topic

Content of Each
Teaching Topic (in
brief)

Teaching
and
Learning
Activities

Teaching
Aides

Behavioral Objectives of each

teaching topic

Content of Each Teaching

Topic (in brief)

Teaching and
Learning
Activities

Teaching
Aides

Evaluation
Methods

Evaluation
results

Behavioral Objectives of each

teaching topic

Content of Each Teaching

Topic (in brief)

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Learning
Activities

Teaching
Aides

Evaluation
Methods

Evaluation
results

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n results
Methods

90

Behavioral Objectives of each

teaching topic

Content of Each Teaching

Topic (in brief)

Teaching and
Learning
Activities

Teaching
Aides

Evaluation
Methods

Evaluation
results

Behavioral Objectives of each

teaching topic

Content of Each Teaching

Topic (in brief)

Teaching and
Learning
Activities

Teaching
Aides

Evaluation
Methods

Evaluation
results

Behavioral Objectives of each

teaching topic

Content of Each Teaching

Topic (in brief)

Teaching and
Learning
Activities

Teaching
Aides

Evaluation
Methods

Evaluation
results

91

Behavioral
Objectives
of each
teaching
topic

Behavioral
Objectives
of each
teaching
topic

Content of Each Teaching Topic (in

brief)

Teaching
Evalu
and
Evalua
Teachin ation
Learning
tion
g Aides Meth
Activitie
results
ods
s

Content of Each Teaching Topic (in

brief)

Teaching
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and
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Learning
tion
g Aides Meth
Activitie
results
ods
s

92

Behavioral
Objectives
of each
teaching
topic

Content of Each Teaching Topic (in

brief)

Teaching
Evalu
and
Evalua
Teachin ation
Learning
tion
g Aides Meth
Activitie
results
ods
s