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QUAN ^WNG This article explains the quantitative approach and how it can be information for the purpose of controlling and evaluuseful to nurse managers. If the elements that constitute nursing performance are listed and standards are set for each element, then nurs- ating nursing unit activity. The theory of measurement ing performance can be evaluated quantitatively. Each element of will be introduced, and procedures for applying quantieach nurse's performance is given a numerical rating. These tative measurement of staff nurse performance will be numerical ratings provide the nurse manager with a shorthand report presented. of overall and individual stall performance. Harry Ros«n, Ph.D., is assistant professor. Department of Health Care Administration. Baruch College. Mount Sinai School of Medicine. TheCitv University of New York. Medea MarelU, R.N., Ed.D., is assistant professor, coordinator, nursing service administration and continuing education. Department of Health Care Administration. Baruch College. Mount Sinai School of Medicine. The City University of New York.
Quantitative thinking is a useful skill for nurse managers. But too often, quantitative information is presented to them without explaining how the numbers were generated, or what they really represent. As a result, many nurse managers show little interest in the use of quantitative information—information that might give them more accurate pictures of nursing unit operations. Yet in this period of increased pressure for health sector accountability and cost containment, accurate measurement of nursing unit operations is increasingly important. This article provides basic information on ihc process of converting qualitative information into quai titative
MEASUREMENT THEORY
The most important function of numbers is measurement. They allow us to plot progress, and make comparisons between items. To begin with a very basic example, the concept of length is visualized in terms of inches, feet, centimeters, and the like. These standard units of measurement, universally available, permit us to transform the qualitative concept of length into quantitative information by counting the number of times the standard unit can be contained within the item being measured. This number expresses length and can be used to compare items or to observe growth, etc. Length, of course, is a simple concept, requiring only a single standard. Problems faced by the nursing unit are complex, and therefore require a system of standards to provide accurate measurement. MEASUREMENT PROCEDURES
To measure a concept such as staff nurse performance, lournal of Nursing Administration/ May-June1977
FOR HJRS MANAGERS by Harry Rosen and Medea Marella
which is both complex and at present lacking in agreedupon standards, a series of steps must be followed. The first step in quantifying a complex concept is to divide it into its major dimensions. Dimensions are broad categories of activity and can be conceived as similar to the topic headings in an outline. For example, three dimensions of staff nurse performance might be defined as interpersonal relations skills, work performance, and professional implications. Although nurse performance includes many other dimensions, we will limit this article to a discussion of these three dimensions and their components (Table I). The components of each dimension should be identified. Components are the specific activities carried out under each dimension. After components are specified, standards can be established. A component of the interpersonal relations skills dimension might be "Responds in a manner appropriate to the situation and individuals involved" (see Table 2). Performance of this component can be measured against a standard. The next step, and perhaps the one most crucial to the measurement process, is the establishment of standards. The nurse manager must define an acceptable level of performance for each component. Thus, a standard for the effectiveness component of the work performance dimension might be, "The ability to plan and organize journal of Nursing Administration / May-June 1977
work" (see Table 2). It is important that performance standards are understood by all those who do the evaluating as well as by
QUAN ^WNG This article explains the quantitative approach and how it can be information for the purpose of controlling and evaluuseful to nurse managers. If the elements that constitute nursing performance are listed and standards are set for each element, then nurs- ating nursing unit activity. The theory of measurement ing performance can be evaluated quantitatively. Each element of will be introduced, and procedures for applying quantieach nurse's performance is given a numerical rating. These tative measurement of staff nurse performance will be numerical ratings provide the nurse manager with a shorthand report presented. of overall and individual stall performance. Harry Ros«n, Ph.D., is assistant professor. Department of Health Care Administration. Baruch College. Mount Sinai School of Medicine. TheCitv University of New York. Medea MarelU, R.N., Ed.D., is assistant professor, coordinator, nursing service administration and continuing education. Department of Health Care Administration. Baruch College. Mount Sinai School of Medicine. The City University of New York.
Quantitative thinking is a useful skill for nurse managers. But too often, quantitative information is presented to them without explaining how the numbers were generated, or what they really represent. As a result, many nurse managers show little interest in the use of quantitative information—information that might give them more accurate pictures of nursing unit operations. Yet in this period of increased pressure for health sector accountability and cost containment, accurate measurement of nursing unit operations is increasingly important. This article provides basic information on ihc process of converting qualitative information into quai titative
MEASUREMENT THEORY
The most important function of numbers is measurement. They allow us to plot progress, and make comparisons between items. To begin with a very basic example, the concept of length is visualized in terms of inches, feet, centimeters, and the like. These standard units of measurement, universally available, permit us to transform the qualitative concept of length into quantitative information by counting the number of times the standard unit can be contained within the item being measured. This number expresses length and can be used to compare items or to observe growth, etc. Length, of course, is a simple concept, requiring only a single standard. Problems faced by the nursing unit are complex, and therefore require a system of standards to provide accurate measurement. MEASUREMENT PROCEDURES
To measure a concept such as staff nurse performance, lournal of Nursing Administration/ May-June1977
FOR HJRS MANAGERS by Harry Rosen and Medea Marella
which is both complex and at present lacking in agreedupon standards, a series of steps must be followed. The first step in quantifying a complex concept is to divide it into its major dimensions. Dimensions are broad categories of activity and can be conceived as similar to the topic headings in an outline. For example, three dimensions of staff nurse performance might be defined as interpersonal relations skills, work performance, and professional implications. Although nurse performance includes many other dimensions, we will limit this article to a discussion of these three dimensions and their components (Table I). The components of each dimension should be identified. Components are the specific activities carried out under each dimension. After components are specified, standards can be established. A component of the interpersonal relations skills dimension might be "Responds in a manner appropriate to the situation and individuals involved" (see Table 2). Performance of this component can be measured against a standard. The next step, and perhaps the one most crucial to the measurement process, is the establishment of standards. The nurse manager must define an acceptable level of performance for each component. Thus, a standard for the effectiveness component of the work performance dimension might be, "The ability to plan and organize journal of Nursing Administration / May-June 1977
work" (see Table 2). It is important that performance standards are understood by all those who do the evaluating as well as by
