Group involvement in decision-making: a pilot study.

BACKGROUND: The Vroom-Yetton-Jago Leadership Model served as a model to determine if leaders could be taught the appropriate level of group involvement in decision-making. METHOD: A convenience sample of 27 health care leaders who attended a 90-minute class offered in one institution were eligible for inclusion in the study and pre- and post-performance on similar case studies was measured. RESULTS: Using a paired t test, results for this sample were statistically significant (t [21] = 6.02, p < .001). CONCLUSION: These results suggest that participating in a class on the use of this leadership model may help leaders gain the skill needed to appropriately delegate decision-making to groups.

Case manager role. A content analysis of published literature.

The case manager (CM) role is in its third decade of existence. However, there remains a lack of continuity in definition, educational level and qualifications, and the needed experience for role performance. This article presents the results of a content analysis of the published literature, conducted at two points in time, in an attempt to clarify common qualifications and skills needed for role implementation. The results suggest that the CM role requires interpersonal skills, and knowledge of planning, economic and evaluation strategies. Comparison of data for the two measurement times revealed an increased emphasis on the need to work in groups, conduct cost accounting, and facilitate change. Outcome measurement and ongoing evaluation experienced a decline in importance at the time of the second analysis. The ability to critically think, communicate and practice with clinical expertise emerge as inherent qualities of the role. Educational and experiential background remain ill defined in the literature.

Off the beaten track: MSN education for a changing health care environment.

Given the dynamic nature of the health care environment, what should be the focus of graduate education in nursing? New advanced practice roles for nurses are emerging, but few university-based educational programs exist to respond to the need. In developing a Master's program, Baylor University School of Nursing accepted the challenge to deviate from tradition by preparing a nurse who has the advanced knowledge and skills necessary to proactively address the present and future needs of health care in multiple settings and roles. This article discusses this unique and creative program in patient care management. Outcome evaluation reveals that students are attaining the terminal objectives, meeting the outcome criteria, and readily securing employment.

Retooling faculty orientation.

Are nursing faculty gradually becoming extinct? The answer is yes if we rely on National League for Nursing statistics indicating that 13 per cent of the nurses pursuing advanced education are directing their studies toward a teaching career and the United States Department of Health and Human Services Division of Nursing statistics indicating a total decline of 30 per cent in employed nurse educators during a 4-year period. New faculty are currently being recruited from the ranks of clinicians or from those with an administration specialization. The scarcity of faculty with adequate preparation to teach will affect quality education unless mechanisms to recruit, nurture, and retain qualified faculty are developed. This article addresses the use of a formalized orientation program to develop and socialize new faculty members into the academic setting in an expeditious manner. A general and specific orientation program was developed that began 6 weeks before employment and spanned one semester. Examples of the tools that were developed and used for orientation are included. Three new faculty have participated in the orientation process and have become valued team members. The results indicate that they benefited from a modular approach, which includes ongoing support meetings and the use of a mentor.