Management Function Analysis: Learning From the Expert

Charlotte Stephenson, RN, DSN

TOPIC. Management functioning.

PURPOSE. To present a project designed for

undergraduate nursing students that applies

management theory to clinical practice.

SOURCES. Published literature, author’s

experience.

CONCLUSIONS. The project expanded the

application of management theory to clinical

practice through working with nurses who had

expertise in management.

Search terms: Management, nurse manager,

nursing education

Charlotte Stephenson, RN, DSN, is Associate Professor, Mississippi College School of Nursing, Clinton, M S .

o n e of the essential goals of baccalaureate nursing ed- ucation is to equip graduates to function in management roles (American Association of Colleges of Nursing, 1998). Presentation of the concepts related to manage- ment is relatively easy. Integration of a variety of man- agement experiences within a curriculum is more diffi- cult. This article discusses one method used within a baccalaureate curriculum to promote the application of management theory to clinical experiences-the goal of the project, the implementation, and the outcomes.

Project Development

For several years, in order to meet management objec- tives, senior nursing students cared for groups of clients in both the acute care and community-based settings. Students learned to set priorities in caring for groups of clients, but they continued to lack experiences in other areas, such as identifying and interacting with various leadership styles and responding to the driving or re- straining forces within the healthcare system.

In the management course, students were introduced to the theories of leadership discussed by Marriner- Tomey (19961, including Great Man, Charismatic, Trait, Situational, Contingency, Path-Goal, Situational Leader- ship, and Transformational Leadership. Discussion cen- tered around the advantages and disadvantages of these leadership styles in an organization. Organizational change and the role of the manager as change agent was also part of the management course. Force-field analysis as defined by Kurt Lewin (1935) provided structure for this discussion, including the need to idenbfy restraining and driving forces within an organization. For example, a driving force could be pressure from a supervisor, while economics could be a restraining force.

To accomplish the goal of assisting students in further application of management theory to clinical practice, a management function analysis project was formulated.

Nursing Forum Volume 36, No. 3, July-September, 2001 9

Management Function Analysis: Learning From the Expert

This project had two components: clinical experience with a nurse manager, and completion of a written manage- ment function analysis based on the clinical experience of observation and interaction with the nurse manager.

A management function analysis guide was devel- oped to give structure and direction to students and nurse managers in accomplishing the goal for the experi- ence (Table 1). The guide included identifying the five functions of a manager as addressed by Marriner-Tomey (1996): planning, directing, organizing, staffing, and con- trolling. Students had to observe and identlfy the man- ager’s leadership style, and discuss with the manager the driving and restraining forces occurring within health care that influenced decision-making processes.

Table 1. Management Function Analysis Interview Guide

ment function of: Planning

a Directing Organizing

rn Staffing a Controlling

2. Leadership Theories a. Discuss the leadership theory that best describes the one

b. Explain how this conclusion was reached. c. Explain how your personal beliefs compare or contrast.

used in this clinical area.

a GreatMan a Charismatic a Trait a Situational rn Path-Goal

3. Change Agents: Idenbfy any driving forces and/or re- straining forces related to change that may be occurring in this clinical area.

Drivingforces

Source. Mamner-Tomey, A. (1996). Nursing nmnagement and leadership, 5th ed. St. LOUIS Mosby.

Implementation

To fulfill the clinical component, nurses in managerial positions needed to precept students for a minimum of 4 hours. Clinical agencies were contacted and four agen- cies, including 56 nurses in managerial positions, joined with the school of nursing for this clinical focus. The idea was that nurses in managerial positions would have ex- pertise and could serve as role models for the students (novices) in application of managerial concepts. Each manager who agreed to partner with the school of nurs- ing would precept only one student each semester to avoid overburdening the volunteers.

In implementing the project, students chose the name of a manager from a list provided by the clinical agency and scheduled a meeting at which the student and the nurse manager discussed the project, and the preceptor signed a contract indicating the date and time the clinical experience was to occur. The contract requirement was to enhance professional accountability by the students and encourage initiative for their own learning. This signed contract was returned to the faculty as notation of the scheduled clinical experience.

During the clinical experience, students used the man- agement function analysis guide to collect the informa- tion. They also maintained a log of the actual time spent contacting the preceptor and completing the clinical ex- perience. On completion of the experience, the nurse manager signed the original contract, noting that the re- quirements for the clinical experience had been met. Grading of the project was based on the students’ writ- ten analysis of this experience using the management function analysis guide.

Outcomes

Several positive outcomes emerged. First, students had the opportunity to interact with nurses in manage- rial positions, giving credence to their experiences. Stu- dents were learning from nurses who were “living” the management experience on a day-by-day basis. As stu- dents worked or attended meetings with their precep-

10 Nursing Forum Volume 36, No. 3, July-September, 2001

tors, management theory was translated into reality One student said, ”I enjoyed being able to sit through meet- ings and hear what the managers actually thought.”

Students gained increased understanding of the man- ager’s role in dealing with multiple variables, like fiscal constraints, staffing, and personnel issues. Students be- came more aware of the many factors that influence man- agers’ decision-making processes. One student said: ’’I have more empathy toward managers in that they have to consider many things besides how to staff the unit.”

Because of limited direct faculty supervision, students were required to use their own initiative in scheduling, practicing interviewing skills, and applying assertive communication techniques. Students were able to work their individual clinical experience at a time convenient to them. For instance, an evening or weekend shift could be scheduled if the student desired. This type of manage- ment experience encouraged the students to invest more time and energy in making it a positive experience and one from which they could learn. One student said, ”This became such an interesting experience that, although we only needed to spend a minimum of 4 hours with the manager, I spent the entire 8-hour shift.” Another related: “Having this experience made the content come alive for me. I now understand how forces within as well as out- side an organization impact management decisions.”

The nurse managers believed a positive link was made between service and education. They felt they were making a contribution to nursing education as they explained to the students some of the positive features along with stressors related to being in a management position. Positive feedback also came from managers be- cause they were not overloaded with multiple students. Students believed this experience with a nurse manager

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increased their awareness of multiple factors to be con- sidered in effective decision making.

There were a few problems with the experience. For students who had problems speaking up or demonstrat- ing assertiveness, this experience was a challenge. They were forced to communicate effectively and indepen- dently. Other students had scheduling problems. If they were unable to contact the manager of their choice early in the semester, the time arranged for the experience was late in the semester. This caused some problems getting the written requirement completed in a timely manner.

Conclusion

Overall, the addition of the management function analysis project proved to be positive for student learning within the cunidum. The project expanded the applica- tion of management theory to clinical through working with nurses who had expertise in management. The stu- dents were able to practice interviewing skills; managers were able to make a positive contribution to nursing edu- cation and provide the basis for better understanding of their role by sharing their experience with students.

Author contact: Stephens@mc.edu, with a copy to the Editor: juall46@bellatlantic.net

References

American Association of Colleges of Nursing. (1998). The essentials of baccalaureate education for professional nursing practice. Washington, Dc: Author.

Lewin, K. (1935). A dynamic theory of personality, New York McGraw- Hill.

Marriner-Tomey, A. (1996). Guide to nursing management and leadership (5th ed.). St. Louis: Mosby

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