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  Role of nursing director as perceived by administrators and their subordinates in five selected hospitals in West Java, Indonesia

  (Adventist International Institute of Advanced Studies, 1995-09) Panjaitan, Reliana H.

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  The job of the Director of Nursing (DON) is not standardized and is thus subject to many interpretations. The roles of the DON if not well defined may be misunderstood by the nursing staff. The DON performs multiple and complex roles and it is difficult to do all of these things at the same time. There must be a priority of roles of the DON. This study was conducted to define the relative importance of five roles of the DON and to determine the difference in perception of nursing administrators and their subordinates regarding the importance of the director's roles. This information should be valuable in guiding the DON's priority activities, in designing job descriptions of the DON, and for promoting leadership development of professional nursing students and leadership trainees. A tool developed for this study contained a demographic section and a 50-item Likert scale. The scale items were clustered into five subscales (Planning, Directing, Controlling, Developing, and Representing) based on a modification of Tappen's Theory (1989). Face validity and reliability were established on the tool- (total scale coefficient alpha was .89, with each subscale > .70). Subjects rated each scale item on a 6-point Likert scale for importance from very important (5) to no importance (1) and a zero point meaning I don't know. A random sample of 150 selected professional nurses from five hospitals located in west Java, Indonesia, completed the tool. Seven null hypotheses were used to answer six research questions. One research question without a null hypothesis was answered based on the highest and lowest rated items to determine the relative importance of the roles and various activities of the DON. The data were analyzed using ANOVA and t test to determine whether the hospital, years of service in the institution, position, and years of holding specific position affected perceptions on importance on the total scale score or subscales. The Mann-Whitney U Test was used to compare perceptions of nursing administrators and supervisors to that of head nurses and staff nurses on the 50-item scale. Major conclusions were that the most important roles of the DON were Planning and Developing. Items rated as high in importance in the Planning subscale were budgeting, strategic planning, standard of patient care, and setting hospital strategic plan. Most highly rated items in the Developing subscale had to do with promoting management and professional growth of the nursing staff. The least important roles of the DON were Controlling and Representing. Items rated relatively low in importance in the controlling subscale were in evaluation of facilities, processes, and activities of nurses; and giving feedback and rewards. Items rated relatively low in importance for the Representing subscale were liason activities and conflict management. Nursing administrators and supervisors tended to rate items higher than did head nurses and staff nurses. Nurses have fairly high level of agreement about the roles of the DON across hospitals, position, years of service in present employment, and years in present position. Major recommendations for practice were to give advanced leadership training to nurses who are in or have just accepted an administrative level of management.

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  Servant leadership : importance and practice of characteristics for selected Adventist academy administrators in the North Philippine Union Mission

  (Adventist International Institute of Advanced Studies, 1995-10) Ngala, Kem Thang

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  The purpose guiding this research was to ascertain the present condition of servant leadership in Adventist secondary schools in the North Philippine Union Mission (NPUM). This involved the development of an appropriate instrunent for measuring servant leadership in this population. The method used in this study was that of descriptive survey. Twenty seven administrators and 61 teachers from 8 selected academies in NPUM were involved in this study. The principal instrument, Servant Leadership Characteristics Description Questionnaire (SLCDQ), consisted of two scales: practice. The SLCDQ covered four concepts of servant leadership that viewed leaders as God's servants, shepherds, stewards, and developers of leaders. From these four concepts, 12 characteristics of servant leadership (subscales) were derived. Data treatment included descriptive statistics and t tests. The level of significance was set at .05. The findings showed that there were significant differences between administrators and teachers concernig the importance of servant leadership characteristics on 2 out of the 12 characteristics (leading by example and focusing on relationship). No siqnificant differences in perception were found between administrators and teachers concerning the practice of servant leadership characteristics. The scores on the "Importance Scale" for administrators revealed that 11 of the 12 servant leadership characteristics were perceived as very high. The scores on the "Practice Scale" for administrators revealed that 11 of the 12 servant leadership characteristics were perceived as high and one was perceived as very high. Teachers' ratings were quite similar. A comparison between the "Importance Scale" and the "Practice Scale" revealed significant differences for both administrators and teachers. The characteristics of servant leadership were rated consistently higher on the "Importance Scale" than on the "Practice Scale." The study concluded that the philosophical perspective of secondary school administrators appears to be very compatible with servant leadership. Furthermore, the administrators basically lived in harmony with their belief regarding servant leadership. However, administrators still have some room for improvement. They need to conlinue to narrow the discrepancy between the ideal expectation and their practice. Recommendations to administrators were (1) to continue to demonstrate the servant leadership style which creates a positive climate conducive for spiritual growth and development, (2) to periodically assess the spiritual leadership characteristics of secondary school administrators, and (3) to conduct in-service training to update certain administrators who may not value or practice certain servant leadership.

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