I.

PEDAGOGY OF TEACHING
A.Vision-Mission
What Is a Vision and a Vision Statement? A vision is a statement about what your organization wants to become. It should resonate with all members of the organization and help them feel proud, excited, motivated, and part of something much bigger than themselves. A vision should stretch the organizations capabilities and image of itself. The vision gives shape and direction to the organizations future. The normal vision ranges in length from a couple of words to several pages. The vision is translated into actions via the development of a vision statement that expresses the overall vision. Create a shorter vision statement because employees will remember their shorter organizational vision statement better than they will remember a long vision statement. When employees internalize the vision statement, they take action to make the vision statement come true. Vision Statement Samples: "Year after year, Westin and its people will be regarded as the best and most sought after hotel and resort management group in North America." (Westin Hotels ) "To be recognized and respected as one of the premier associations of HR Professionals." (HR Association of Greater Detroit) Exploration to Prepare to Write the Personal Vision Statement Use these questions to guide your thoughts. What are the ten things you most enjoy doing? Be honest. These are the ten things without which your weeks, months, and years would feel incomplete. What three things must you do every single day to feel fulfilled in your work? What are your five-six most important values? Your life has a number of important facets or dimensions, all of which deserve some attention in your personal vision statement. Write one important goal for each of them: physical, spiritual, work or career, family, social relationships, financial security, mental improvement and attention, and fun. If you never had to work another day in your life, how would you spend your time instead of working? When your life is ending, what will you regret not doing, seeing, or achieving? What strengths have other people commented on about you and your accomplishments? What strengths do you see in yourself? What weaknesses have other people commented on about you and what do you believe are your weaknesses?

y y y y y y y y

Craft Your Personal Vision Statement Once you have thoughtfully prepared answers to these questions and others that you identify, you are ready to craft a personal vision statement. Write in first person and make statements about the future you hope to achieve. Write the statements as if you are already making them happen in your life. Some experts recommend 50 words or less, but I would rather see you fully articulate the vision you want for your life and your future, than be limited by word count. Motivational speaker and writer, Brian Tracy, states that you generally accomplishment your written goals, dreams, plans, and vision. Writing them down lends power and commitment to their accomplishment.

Keep in mind that your personal vision statement can also change over time, depending upon what is happening in your life. You will be amazed, however, at how many components remain consistent over time. I first articulated this vision for my life in 1984; this personal vision statement guides my life. What Is a Mission Statement? Mission or Purpose is a precise description of what an organization does. The mission should describe the business the organization is in. The mission is a definition of why the organization exists currently. If the mission has been assimilated and integrated into your company culture, each member of your organization should be able to verbally express this mission. Each employee's actions should demonstrate the mission statement in action. Your company or organization mission or purpose is most frequently expressed and shared as a mission statement. Personal Mission Statement Additionally, each person needs a mission for his or her life. The alignment of your life mission with your organizations mission is one of the key factors in whether you are happy with your work and workplace. If your personal and organizational mission statements are congruent, you are most likely happy with your work choice. Take the time to develop your mission statement for your own life; compare your personal mission statement with the mission statement of your organization. Do the mission statements meld? Mission Statement Samples These are examples of mission statements that have been developed and shared with the public. "Our goal is simply stated. We want to be the best service organization in the world." (IBM Mission Statement) "FedEx is committed to our People-Service-Profit Philosophy. We will produce outstanding financial returns by providing totally reliable, competitively superior, global, air-ground transportation of high-priority goods and documents that require rapid, time-certain delivery." (Federal Express Mission Statement) "To give ordinary folk the chance to buy the same thing as rich people." (Wal-Mart Mission Statement) "Our vision is to be earth's most customer centric company; to build a place where people can come to find and discover anything they might want to buy online." (Amazon.com Mission Statement) "Our mission is to earn the loyalty of Saturn owners and grow our family by developing and marketing U.S.-manufactured vehicles that are world leaders in quality, cost, and customer enthusiasm through the integration of people, technology, and business systems." (Saturn Mission Statement) "In order to realize our Vision, our Mission must be to exceed the expectations of our customers, whom we define as guests, partners, and fellow employees.(mission) We will accomplish this by committing to our shared values and by achieving the highest levels of customer satisfaction, with extraordinary emphasis on the creation of value. (strategy) In this way we will ensure that our profit, quality and growth goals are met." (Westin Hotels and Resorts Mission Statement)

y y y y y y

Purpose and mission statements can be powerful tools for achieving motivated, creative, empowered employees. This page makes a distinction between both purpose and mission statements and provides you guidance for constructing them. Sounds easy. It's tough to do well, but worth the effort. A galvanizing mission can be of immense value.

What is a Mission Statement?

(from James Collins and Jerry Porras)

A true mission is a clear and compelling goal that focuses people's efforts. It is tangible, specific, crisp, clear and engaging. It reaches out and grabs people in the gut. Example: "This nation should dedicate itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to Earth." Like the moon flight, a good mission has a clear finish line -- you should be able to tell when you've done it -- at which point, you need to create a new mission. "We're going to climb Mount Everest" is a mission; the more general, "We're going to climb the Himalayas" is not. And, like the moon flight, a good mission is risky, falling in a gray zone where reason says, "This is unreasonable"; and your intuition and drive say, "But we believe we can do it anyway." In summary, a mission is y y y "What we are here to do" A clear and compelling goal that serves to unify an organization's efforts Crisp, clear, engaging, verging on unreasonable.

Several approaches can be useful to defining a mission: y y y Targeting: set a clear, definable target and aim for it (e.g. NASA moon mission) Common Enemy: create a goal focused on defeating a common enemy (e.g. Pepsi: "Beat Coke!") Role Model: select a well-known success and emulate it (e.g. Giro Sport Design: "to be to the cycling industry what Nike is to athletic shoes and Apple is to computers")

Some people apply the label "Mission Statement" to a Purpose Statement but that loses the opportunity to clarify a short-term objective. I like the military connotation. It's a clear, definable and motivational point of focus. It's an achievable goal, a clear finish line to work towards, the next short-term milestone, the next "hill to take". Getting a team in alignment is a very powerful thing. Consciously and unconsciously, people are making decisions all day long. It is human nature that people want to do the right thing. A clear mission statement empowers people to set the correct priorities and make the correct decisions.

What is a Purpose Statement?

(from James Collins and Jerry Porras)

Purpose is the fundamental set of reasons for the organization' existence -- in the broadest, most enduring sense what people in the organization want to contribute to the external world. In an ongoing organization, such as a corporation or an educational institution, purpose is continually pursued, but never fully achieved. It is not a specific objective that you accomplish and then say, "We are done." Effective purpose is broad and inspirational, something that strikes a basic chord and provides a clear sense of direction for the organization and its members. In the case of the space program, Kennedy's purpose was not to put a human being on the moon by the end of the decade (again, this was a mission). Rather, it was to work toward making the United States the greatest and most respected nation in the world, and Kennedy viewed a manned moon landing as a necessary step in that direction. If you ask your management team to define your company's purpose and they say something like: "We exist to maximize shareholder wealth." Tell them that's not good enough. It does not inspire anyone and provides precious little guidance! Instead, say authors Collins and Porras, ask these questions: "If you woke up tomorrow morning with enough money in the bank to retire, what is it about this company that would make you want to continue working here? What deeper sense of purpose would motivate you to continue to dedicate your precious creative energies to this company's efforts? As a helpful exercise they suggest that you start with a descriptive statement. "We make X products." or "We deliver X services," and then ask, "Why is that important?" Ask it five times. After a few whys, you'll find that you're getting down to the fundamental purpose of your organization. You will start to articulate the very soul of your organization. Heres a look at some core purpose statements for some successful companies.* Notice, none of them say: To maximize shareholder value! 3M: To solve unsolved problems innovatively. Fannie Mae: To strengthen the social fabric by continually democratizing home ownership. Hewlett-Packard: To make technical contributions for the advancement and welfare of humanity. Mary Kay Cosmetics: To give unlimited opportunity to women. Merck: To preserve and improve human life. Nike: To experience the emotion of competition, winning and crushing competitors. Wal-Mart: To give ordinary folk the chance to buy the same things as rich people. In summary, a purpose is y y y y y y y y "Why we exist" Should be succinct; 1 or 2 sentences at most Should quickly and clearly convey how the organization fills basic human needs Should be simple enough to pass the grandmother test: if you can explain it to her so she can understand it, then maybe you're on to something Should tie products/services to a more fundamental need, rather than simply mentioning the products/services Should be broad, inspirational, enduring, compelling and flexible enough to last 100 years. Only needs to be meaningful and inspirational to people inside the organization; it need not be exciting to all outsiders Purpose is a motivating factor, not a differentiating factor

Putting it all together:

A compelling Vision and Mission can be translated into Goals which are realized through Strategies implemented as Initiatives to generate Results.

The San Pedro College Vision and Mission statement

The San Pedro College is a Catholic Institution of learning dedicated to the Christian education of the people of Davao and its neighboring regions. It is own and managed by the religious congregation know as the Dominican Sister of the Trinity. It believes in: individual and personal development through love and hard work; open admission and religious freedom; meaningful education as manifested in sound professional and technical training for community services and national development; and providing every man an opportunity to education to enable him to develop his capacities and potentials as a person. It respects diversity of culture and tradition and aims at unity and peace among men.

VISION:
The love of the compassionate, Jesus, healer and teacher be lived and spread by the SPC Community.

MISSION:
The SPC Community commits to provide the community with health workers and teachers who are: professionally and technically skillful; humane in attributes; and leaders imbued with strong ethical and moral values

NDDU VISION - MISSION STATEMENT

VISION Notre Dame of Dadiangas University is a Catholic, Filipino Institution of Academic Excellence established by the Marist Brothers of the Schools (F.M.S.- Fratres Maristae a Scholis) characterized by St. Marcellin Champagnat's ideals of simplicity, humility and quiet zeal for God's work as inspired by the Blessed Virgin Mary. The school is dedicated to the formation of persons in all levels of learning, who, as Christian leaders, Competent professionals, Community-Oriented Citizens and Culture-Sensitive individuals will actively participate in building a peaceful and progressive nation. MISSION As a Catholic Educational Institution, NDDU shares in the Church's mission of evangelization by integrating life and faith; As a Filipino Institution, NDDU seeks to preserve Filipino Culture and propagate love of country and its people; As an Institution of Quality Education, NDDU aims leadership in Curricular Programs, Multi-Disciplinary Programs, Research, and Community Service; As a Marist Institution, NDDU promotes the core values of Family Spirit, Marian Spirit, Simplicity, Presence, Preference for the Least Favored, Love of Work, and Integrity of Creation; and As a Community-Oriented Institution NDDU aims to respond to the challenges of the locality it is serving: South Cotabato, Sultan Kudarat, Sarangani Province and, General Santos City (SOCSKSARGEN Area).

VISION MISSION OF NDMU

VISION Inspired by the charism of St. Marcellin Champagnat, Notre Dame of Marbel University envisions to be a Catholic Marist institution of learning dedicated to the spiritual, moral and academic formation of men and women who exemplify competence and social responsibility in the service of God and humanity. MISSION As a Catholic institution founded on Marist traditions, Notre Dame of Marbel University commits itself to: y build character - by providing quality Christian education to the youth making them capable of being leaven for responsible Christian living. develop competence by promoting the principles of quality education and by generating new knowledge that fosters human development and advancement of the society. respect culture by inculcating the principles of cultural solidarity, by instilling appreciation and preservation of the Filipino cultural heritage, and by promoting the Marist tradition where

students are progressively initiated into their life-long challenge of harmonizing faith, culture and life.

Saint Alexius College Vision-Mission

Vision:
A Learner-Centered environment that integrates instruction, research and outreach in consonance with its commitment to produce PRODUCTIVE and COMPETENT CITIZENS through QUALITY EDUCATION.

Mission:
The St. Alexius College commits to provide the community with highly competent graduates who are:

1.)

Professionally and technically skillful

2.)

Potential leaders imbued with strong ethico-legal, moral and spiritual values and ;

3.)

Community-oriented, socially aware and globally competitive.

VISION-MISSION Ateneo De Davao University

VISION The Ateneo de Davao University is a Catholic, Jesuit and Filipino University. As a university it is a community engaged in excellent instruction and formation, robust research, and vibrant community service. As Catholic, it proceeds ex corde ecclesiae from the heart of the Church. As Jesuit, it appropriates the mission of the Society of Jesus and the spirituality of St. Ignatius of Loyola. As Filipino, it prepares students to benefit from, contribute to and engage the global world. MISSION The Ateneo de Davao excels in the formation of leaders for the Philippine Church and society, especially for Mindanao. It excels further in the promotion of the faith that does justice, in cultural sensitivity and transformation, and in inter-religious dialogue, particularly with the Muslim and Lumad communities of Mindanao. It promotes communities touched and transformed by the faith, communities of peace and human well-being, culturally resilient yet able to adapt to the modern world. It promotes social justice, gender equality, good governance, the creation of wealth and its equitable distribution. It engages vigorously in environmental protection, the preservation of biodiversity, and the promotion of renewable energy. It leads in Philippine educational reform, especially for the peoples of Southern Philippines.

GSDMSFI MISSION-VISION

General Santos Doctors' Medical School Foundation(GSDMSFI) College of Nursing is an institution of higher learning. It aims to become one of the leading schools in SOCSKSARGEN Growth Area. The College shall have its mission to produce graduates who subscribe to the belief that academic excellence, quality care, moral integrity and spirituality are vital components in the development of a compassionate, competents and committed graduates who can help ensure life for all. Consistent with this mission, the college is committed to:

1. Provide quality education that will enhance the maximum potentials of the learner; 2. Imbibe in students ethico-legal, moral and spiritual values; 3. Develop in students a caring attitute, a sense of responsibility, nationalism, and creative and analytical mind; 4. Utilize a competency based and community oriented curriculum in line with the Philippine Health Care System; and 5. Produce graduates with beginning professional competencies and skills that are responsive to national needs and an awareness of global concerns

B.Teaching as a Profession

GOOD TEACHING: THE TOP TEN REQUIREMENTS

By Richard Leblanc, York University, Ontario This article appeared in The Teaching Professor after Professor Leblanc won a Seymous Schulich Award for Teaching Excellence including a $10,000 cash award. Reprinted here with permission of Professor Leblanc, October 8, 1998.

One. Good teaching is as much about passion as it is about reason. It's about not only motivating students to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful, and memorable. It's about caring for your craft, having a passion for it, and conveying that passion to everyone, most importantly to your students. Two. Good teaching is about substance and treating students as consumers of knowledge.
It's about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It's about leaving the ivory tower and immersing oneself in the field, talking to, consulting with, and assisting practitioners, and liaisoning with their communities.

Three. Good teaching is about listening, questioning, being responsive, and remembering
that each student and class is different. It's about eliciting responses and developing the oral communication skills of the quiet students. It's about pushing students to excel; at the same time, it's about being human, respecting others, and being professional at all times.

Four. Good teaching is about not always having a fixed agenda and being rigid, but being
flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It's about getting only 10 percent of what you wanted to do in a class done and still feeling good. It's about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a pushover on the other.

Five. Good teaching is also about style. Should good teaching be entertaining? You bet!
Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and the class is the orchestra. All students play different instruments and at varying proficiencies.

Six. This is very important -- good teaching is about humor. It's about being selfdeprecating and not taking yourself too seriously. It's often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed

atmosphere where you, like them, are human with your own share of faults and shortcomings.

Seven. Good teaching is about caring, nurturing, and developing minds and talents. It's about devoting time, often invisible, to every student. It's also about the thankless hours of grading, designing or redesigning courses, and preparing materials to still further enhance instruction. Eight. Good teaching is supported by strong and visionary leadership, and very tangible
institutional support -- resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization -- from full professors to part-time instructors -- and is reflected in what is said, but more importantly by what is done.

Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and
being recognized and promoted by one's peers. Effective teaching should also be rewarded, and poor teaching needs to be remediated through training and development programs.

Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards ... like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn't imagine doing anything else.

Responsibilities of a Teacher
Role and Responsibilities of a Teacher Towards Themselves

y y y y y y y

To be a teacher out of choice, and not by default. To acquire relevant professional education and training to get the right concepts of teaching. Honesty and sincerity towards the profession. Accept that being a teacher does not make you a 'know it all'; so it's important to become a partner in the learning cycle with your students. Accept that no two students will think, act and react alike, and to respect that diversity. Upgrade knowledge and learn new ways of teaching. Avoid indulging in unethical behavior, and at all times maintain the dignity a teacher-student relation.

Towards Students

y y y

Inculcate model behavior and mannerisms by self example. Prepare long-term teaching programs and daily lessons in accordance with the guidelines of the school's education system. Provide activities and materials that engage and challenge the students intellectually.

y y y y y y y y y

Understand and implement the use of information technology in lesson preparation and teaching. Shift between a formal and an informal method of teaching; debates, discussions, practical activities, experiments, projects and excursions. Plan, set and evaluate grade test, exams and assignments. Supervise student conduct during class, lunchtime and other breaks. Understand the diverse background students come from, their strength, weakness and areas of interest. Be honest in student appraisal, avoid favoritism. Enforce discipline by firmly setting class room rules. Resolve conflict among students by encouraging positive debate. Be ready to adjust teaching styles to meet individual needs of students.

Towards Parents

y y y y y y y

Keep the parents well informed about their ward's progress. Take time out to discuss an issue, or a problematic behavior. Encourage parents to promote various diverse interests of their children. Inform the parents about after school activities; excursions, meetings as well as detention. Keep the parent feedback journal updated. Encourage parent participation in parent-teacher meets. Finally, work with the parents for the betterment of the student's future.

Towards Management

y y y y y

Actively involve yourself in all staff meetings, educational conferences and school programs. Voluntarily participate in organizing sporting events, and other excursions like camping trips, picnics, educational tours, etc. Maintain a healthy relation with all teaching and non-teaching staff members. Help out in formulating school policies. Carry out administrative duties relevant to your position in the school.

By Loveleena Rajeev

C. Core Values

What are Core Values?

The core values of an organization are those values we hold which form the foundation on which we perform work and conduct ourselves. We have an entire universe of values, but some of them are so primary, so important to us that through out the changes in society, government, politics, and technology they are STILL the core values we will abide by. In an ever-changing world, core values are constant. Core values are not descriptions of the work we do or the strategies we employ to accomplish our mission. The values underlie our work, how interact with each other, and which strategies we employ to fulfill our mission. The core values are the basic elements of how we go about our work. They are the practices we use (or should be using) every day in everything we do.

CORE VALUES: Govern personal relationships Guide business processes Clarify who we are Articulate what we stand for Help explain why we do business the way we do Guide us on how to teach Inform us on how to reward Guide us in making decisions Underpin the whole organization Require no external justification Essential tenets CORE VALUES ARE NOT: Operating practices Business strategies Cultural norms Competencies Changed in response to market/ administration changes Used individually

II.Introduction to Life Coaching

What Is Life Coaching?
"Go confidently in the direction of your dreams! Live the life you've imagined. As you simplify your life, the laws of the universe will be simpler."
--Henry David Thoreau

Life Coaching is a profession that is profoundly different from consulting, mentoring, advice, therapy, or counseling. The coaching process addresses specific personal projects, business successes, general conditions and transitions in the client's personal life, relationships or profession by examining what is going on right now, discovering what your obstacles or challenges might be, and choosing a course of action to make your life be what you want it to be.

What Is a Life Coach? (Business / Professions) a person whose job is to improve the quality of his or her client's life, by offering advice on professional and personal matters, such as career, health, personal relationships, etc.
*life coach - An advisor who helps people with problems, decisions, and goal attainment in daily life.

Characteristics Of A Life Coach

Three Characteristics of a Potential Life Coach: As has been stated, life coaching is not for everybody. A person must have certain qualifying characteristics for him or her to become an effective one. First and foremost, the most essential characteristic of a potential life coach is the eagerness to help people. You must truly like people at their core assuming their essential goodness and potential to achieve. A genuine urge to help them connect with their goodness and potential their higher self- will be very important for the effectiveness of life coaching. Without this eagerness, a life coach will just easily lose patience and give up on their clients.

Second, a potential life coach must be a good listener. If you are the type of person who talks and talks and needs to dominate conversations then life coaching is not for you. As a life coach, it is very important to listen to your clients. You will get all the information that you need through your conversations and if you do not know how to listen, then you will not be able to make an effective program for the client. Third, a potential life coach has the characteristic of the willingness to be trained. A person cant just become a life coach just because of his or her eagerness to become one. A life coach will have to undergo several trainings to be able to learn different methods that can be utilized during sessions with clients. The training process takes time and may take some fair amount of investment.

Importance of a Life Coach

Life coaching is similar to counseling in the sense that both coaching and counseling are based on discussion. A Life Coach helps in assisting any individual to better his career or maybe improve his health, physical fitness. A life coach provides you with an opinion, encouragement, support and assurance. A life coaching career is one that holds out the promise and makes sure all your difficulties are solved. Life is full of challenges that one has to face and no individual has ever existed without support be it family support, neighbors, acquaintances. Life coaches are professionals always ready t help and provide with advice based on years of experience on business related issues, relationships ,career prospect, studies, spousal relationship, and parentage and many more. A good life coach is the one, who has ability to hear and understand your problem, appropriate tools for planning and making decisions, and has proficient communication skills.

The Role Of A Life Coach

By Rebecca Osborn

Coaching is a modern and rapidly growing method for helping others to improve, develop, find personal success, achieve aims and manage life change and personal challenges. Life coaching is effective for all situations, whether in personal life, career, sales or corporate and business life. Coaching draws out rather than puts in. It develops rather than imposes. So lets say you decide to try a session of life coaching just to see what it is all about. Here is a little of what you can expect.

The role of your life coach is to: 1. Support and encourage you. They are not there to impose their values on you. They are there to support and encourage you to reach your daily action steps and in time to see your long term goals fulfilled. 2. Listen. They should not be doing all the talking during a session! A good life coach, needs to be a good listener and be interested in your opinions, beliefs and goals. 3. Help you explore your life, wishes, and dreams and then to help you plan and set goals. Part of the role of a coach is to help you to sort through your goals and dreams, to clarify where you want to go and then to help you set manageable and achievable action steps to help you get there. 4. Tell the truth. You do not need a coach that is going to never be realistic or real with you. A good life coach will help you set realistic goals and give you a push in the right direction when you need it! 5. Provide accountability. For me, this is one of the best roles of a coach. When I know that somebody is going to be asking me how I am getting on with my action steps, it provokes me to get them done. 6. Provide a fresh perspective. Sometimes this is just what you need, fresh eyes to look at your situation and help you decide what next step to take. 7. Trust you to make your own decisions. A life coach is not a counsellor or therapist. At the end of the day, they are there to support you in your decisions, not make them for you.

Life Coaching by Brenda Marr

What is Life Coaching?

Life Coaching is profoundly different from consulting, mentoring, advice, therapy, or counselling. The coaching process addresses specific personal projects, business successes, general conditions and transitions in the clients personal life, relationships or profession by; Examining what is going on right now, Discovering what your obstacles or challenges might be, and Choosing a course of action to make your life be what you want it to be. Coaching involves a partnership designed to facilitate change in a clients own thinking. Coaching also requires effective two way communication and dialogue within a professional and personal / person centred approach.

Who Benefits From Life Coaching?

In short anyone and everyone can! The aims of coaching are to help you to clarify your ambitions, assist you to set compelling and achievable goals, help to develop clear action plans and keep you motivated. Clarifying ambitions helps you to have a focus and a direction therefore enabling you to develop your own personal life plan. By assisting you to set compelling and achievable goals it enables you to break down the bigger picture into specific manageable goals, again providing a clear focus to developing. By developing a clear action plan it empowers you, the client to make positive changes within your own thinking and life choices.

What is my role as a Life Coach?

The role of a life coach is to enable and support people in order to move forward in there life to achieve what they want to achieve and reach where they want to reach. The role involves me the life coach being practical and facilitating a forward looking way to enable an individual to gain more clarity on what the individual likes/dislikes and what they can do to enable change. My role as a life coach provides a confidential, non judgemental, impartial and totally person centred / personal support structure, enabling you to achieve their maximum potential. Coaching also requires;
y y y y y Effective two way communication and dialogue. Observation of performance, followed by constructive feedback. An investment in helping others succeed A focus on performance and achieving results Courage to address difficult issues

The coaching role also helps the client to clarify their ambitions and identify strengths they already have. They can develop empowering beliefs, create new strengths and build upon them for stronger foundations for a better life.

The coach helps the client through;

y y Helping the client to understand what it is they want to achieve By setting goals which are realistic and which help the client to achieve their higher ambitions

By helping them to believe they can achieve their goals and ambitions

By guiding them how they can achieve their desires and by encouraging them to go out and do it for themselves.

The client will learn how to;

Generate their own questions Find their own answers Correct their own behaviour

Circle of Life Coaching

Introduction Health Centered Coaching uses the Circle of Life Program, a nationally recognized Health and Wellness Mind/Body Coaching System. Whether you use the method individually or in a group setting, the approach is powerful, simple, and enjoyable. Through this highly personalized coaching model, you will be supported in whatever life areas you choose, and you will learn valuable tools that will enable you to derive benefits long after the coaching relationship ends. What is Circle of Life Coaching? The Circle of Life is a breakthrough coaching system for the enhancement of personal and professional effectiveness. It is holistic and comprehensive and has

supported thousands of people since 1986 in regaining health, preventing disease, and improving the quality of their lives. The Circle of Life process leverages personal transformation and mobilizes the wisdom, strength, and knowledge that naturally reside within each of us. How does it work? The Circle of Life Program assesses 12 life areas to assist clients in a multi-phased approach for clarifying intentions, setting goals, taking realistic action steps, using accountability, and engaging in a continuous personal improvement process.

"I participated in a Circle of Life Coaching Group that was led by Lisa for women who were working on personal and professional goals. Lisa was skilled at organizing group dynamics and asked very thoughtful and probing questions in a respectful and non-judgmental manner. Most importantly, Lisa brought positive energy for her wellness coaching work, and this is something that comes through and makes her an effective coach." Susana de la Torre, RN, Project Director of
International Health Project, Burke Virginia, Marathoner and UltraMarathoner.

Ask yourself: If you could change anything in your life or work, what would that be?
y

Circle of Life Coaching assists people, like yourself, who want to make a change; for example, create a more balanced life, experience greater health, increase fitness, and/or lose weight. Discover strategies you havent used or thought of to meet your goals.

y y

Gain strength from unconditional support. Stay motivated and focused on your goals without burning out.

Circle of Life Coaching provides powerful tools and strategies for self-care and optimal living, and engages each individual on multiple levelsphysical, emotional, energetic, and spiritual. It is purposefully designed to be practical, easy to learn, gentle, and fun. Learn:
y y y y y y y

A Powerful assessment approach to evaluate your life and health An effective method to clarify your goals and intentions to create optimal outcomes Simple relaxation practices to better cope with stress Successful tools to enhance your personal energy level Self-care strategies to maximize overall health and to better manage chronic health conditions An array of skills to improve your performance and increase your productivity Reliable techniques for attaining greater personal joy, fulfillment, and ease.

What benefits will you receive?

y y y

Education, information, and resources to make healthier choices A customized Health and Wellness step-by-step Action Plan to meet your goals Mind/Body Optimizing Self Care Practices for health and well-being (that take only 30 seconds to 5 minutes to do) o Diminish stress and get energized o Techniques include: breathing practices, gentle movements, visualization, relaxation techniques,

y y

positive self-talk, and many more well-researched practices Facilitation by a trained and experienced health and wellness coach in a highly successful, fail-safe program The opportunity to learn from otherstheir experiences, resources, and ideas

The Circle of Life Process The Circle of Life System consists of 6 phases: Phase 1: Assess your life Phase 2: Test your readiness for change Phase 3: Design your change Phase 4: Plan your actions Phase 5: Take action and access resources Phase 6: Re-evaluate and revise Where is Circle of Life Coaching used? The Circle of Life is adaptable to various populations and settings and is designed for diverse contexts for group support and one-onone coaching. Circle of Life Coaching has been widely implemented in hospitals, medical practices, fitness centers, corporations, community service agencies, faith-based organizations, educational institutions, weight loss clinics, spas and retreat centers, military settings, worksite wellness programs, senior centers, and complementary medicine clinics. Circle of Life Group Coaching Coaching groups led in the Circle of Life tradition are inviting places to share personal experiences with others, exchange relevant information and resources, learn valuable self-care techniques, and

receive ongoing positive support and encouragement. The group atmosphere is safe, trusting, and inspiring.

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I believe that Life Coaching can serve as a new and exciting pathway to provide you with support and personal development opportunities in the following situations: On a Personal Level: Coaching can help you to grow as an individual, to expand your personality and your circle of influence and to gain new insights about life. y Through Coaching you can identify what your personal Big Dream is and create a powerful step-by-step approach towards achieving it. What do you REALLY want to do in life? What is that one thing that you are REALLY passionate about? What new experiences would you like to live ? This will create a passion in your life that can really power and energize your actions. y Where lack of Life balance is an issue Coaching can help you to achieve such balance by giving importance to all aspects of the Wheel of Life (an example of the Wheel of life is demonstrated on the above picture). y y Coaching provides the skills for self-care and self-growth. Coaching can help you if you are struggling with questions related to the Meaning of Life and Life Purpose. Maybe you are struggling with the need for a new direction, financial problems or maybe you are trying to rise up from the ashes of a broken relationship.

If you are feeling stuck in life either on a personal level or at work Coaching can help you to face up to such challenges and use empowering ways to regain control of your life.

.] On a Professional Level: Life Coaching can be provided on a one-to-one basis, initially to support Clinical Ward or Departmental Nursing Managers who need to inspire the people around them. By going through an internal journey of discovery and identifying where they are now and where they want to be, they will have the necessary tools to effectively lead, motivate and inspire nurses. y Coaching can provide an opportunity for both nurse students and clinical nurses to go through a Values clarification exercise and other such exercises that will help to provide a compass for internal True North Principles. Such principles may be unclear in todays fast paced world where it is a big challenge to keep up with the daily challenges. y Life Coaching can be integrated within Performance reviews so as to support nurses and view them from the aspect of a whole person. Wellness in all aspects of life will lead to enhanced performance in the clinical area. y Coaching can provide a humane support for nurses because unlike clinical supervision, the support available is not based solely on honing skills related to clinical aspects. Life Coaching provides individualized support for nurses that covers all the important 8 sectors of the Life Wheel as shown in the Wheel of Life picture above. . In other words, by having a Life Coach acting as a partner, nurses can remain focused, challenged and motivated to live their personal and professional lives on purpose. Coaching can provide support when nurses are faced with the negative effects of daily contact with human tragedies and suffering .

Not all Nurses may feel that they require such support. I believe that a large number of nurses already have the abilities to self-care and nurture themselves as well as provide support and inspiration for others. However I KNOW that there is a proportion of nurses who need to find a niche of support where they can freely express their feelings and find others who understand themespecially on issues that have a direct connection to Life coaching. I believe that even as a profession, unless we start helping nurses to help themselves first we cannot expect them to effectively help others. The first victory has to be a personal victory. You cannot succeed within an Organisation or Society unless you first succeed on a personal level. Its here that we, as nurses may at times lack the inspiration and support to help us with this internal journey. The quest we need to do so that we become Masters of our Destiny. Part of my personal Mission is, I believe to raise this awareness and to create support systems for nurses who, like me, went through a bad patch and had to start picking up the pieces. My Vision is to create an online community of Nurses who are inspired to achieve their peak potential. Nurses who have DREAM they want to achieve in their life and who are ready to follow it with passion and commitment. y y y Nurses who may be facing personal challenges and want to regain control of their life Nurses who are PASSIONATE about life and the work they do. Nurses who are POWERFULLY motivated to tap their potential to the full and be a light and a shining example to others. y y Nurses who ENERGIZE their life by living their True Values and Life Purpose. Nurses who are EXCITED about the future and who manage to be front runners in making a difference within society.

10 Ways to Instantly Build Self Confidence

Written by Editor in Chief, Pick The Brain

Self confidence is the difference between feeling unstoppable and feeling scared out of your wits. Your perception of yourself has an enormous impact on how others perceive you. Perception is reality the more self confidence you have, the more likely it is youll succeed.

Although many of the factors affecting self confidence are beyond your control, there are a number of things you can consciously do to build self confidence. By using these 10 strategies you can get the mental edge you need to reach your potential.

Build Self Confidence

1. Dress Sharp Although clothes dont make the man, they certainly affect the way he feels about himself. No one is more conscious of your physical appearance than you are. When you dont look good, it changes the way you carry yourself and interact with other people. Use this to your advantage by taking care of your personal appearance. In most cases, significant improvements can be made by bathing and shaving frequently, wearing clean clothes, and being cognizant of the latest styles. This doesnt mean you need to spend a lot on clothes. One great rule to follow is spend twice as much, buy half as much. Rather than buying a bunch of cheap clothes, buy half as many select, high quality items. In long run this decreases spending because expensive clothes wear out less easily and stay in style longer than cheap clothes. Buying less also helps reduce the clutter in your closet. 2. Walk Faster One of the easiest ways to tell how a person feels about herself is to examine her walk. Is it slow? tired? painful? Or is it energetic and purposeful? People with confidence walk quickly. They have places to go, people to see, and important work to do. Even if you arent in a hurry, you can increase your self confidence by putting some pep in your step. Walking 25% faster will make to you look and feel more important. 3. Good Posture Similarly, the way a person carries herself tells a story. People with slumped shoulders and lethargic movements display a lack of self confidence. They arent enthusiastic about what theyre doing and they dont consider themselves important. By practicing good posture, youll

automatically feel more confident. Stand up straight, keep your head up, and make eye contact. Youll make a positive impression on others and instantly feel more alert and empowered. 4. Personal Commercial One of the best ways to build confidence is listening to a motivational speech. Unfortunately, opportunities to listen to a great speaker are few and far between. You can fill this need by creating a personal commercial. Write a 30-60 second speech that highlights your strengths and goals. Then recite it in front of the mirror aloud (or inside your head if you prefer) whenever you need a confidence boost. 5. Gratitude When you focus too much on what you want, the mind creates reasons why you cant have it. This leads you to dwell on your weaknesses. The best way to avoid this is consciously focusing on gratitude. Set aside time each day to mentally list everything you have to be grateful for. Recall your past successes, unique skills, loving relationships, and positive momentum. Youll be amazed how much you have going for you and motivated to take that next step towards success. 6. Compliment other people When we think negatively about ourselves, we often project that feeling on to others in the form of insults and gossip. To break this cycle of negativity, get in the habit of praising other people. Refuse to engage in backstabbing gossip and make an effort to compliment those around you. In the process, youll become well liked and build self confidence . By looking for the best in others, you indirectly bring out the best in yourself. 7. Sit in the front row In schools, offices, and public assemblies around the world, people constantly strive to sit at the back of the room. Most people prefer the back because theyre afraid of being noticed. This reflects a lack of self confidence. By deciding to sit in the front row, you can get over this irrational fear and build your self confidence. Youll also be more visible to the important people talking from the front of the room. 8. Speak up

During group discussions many people never speak up because theyre afraid that people will judge them for saying something stupid. This fear isnt really justified. Generally, people are much more accepting than we imagine. In fact most people are dealing with the exact same fears. By making an effort to speak up at least once in every group discussion, youll become a better public speaker, more confident in your own thoughts, and recognized as a leader by your peers. 9. Work out Along the same lines as personal appearance, physical fitness has a huge effect on self confidence. If youre out of shape, youll feel insecure, unattractive, and less energetic. By working out, you improve your physcial appearance, energize yourself, and accomplish something positive. Having the discipline to work out not only makes you feel better, it creates positive momentum that you can build on the rest of the day. 10. Focus on contribution Too often we get caught up in our own desires. We focus too much on ourselves and not enough on the needs of other people. If you stop thinking about yourself and concentrate on the contribution youre making to the rest of the world, you wont worry as much about you own flaws. This will increase self confidence and allow you to contribute with maximum efficiency. The more you contribute to the world the more youll be rewarded with personal success and recognition.

How to build confidence and destroy fear Without self-confidence, we have a tendency to make poor decisions. We make choices based on fear instead of what is best for us. If you lack confidence, you might fill your life with self-destructive behavior. You might work at a job you hate. You may allow yourself to get deep in debt. You may find yourself moving from one bad relationship to another. Without confidence, you dont allow yourself to pursue your dreams. In The Magic of Thinking Big, David Schwartz argues that all confidence is developed. No one is born with confidence, he writes. Those people you know who radiate

confidence, who have conquered worry, who are at ease everywhere and all the time, acquired their confidence, every bit of it. Confidence is built slowly, one success at a time. Ive learned that in order to overcome fear, I need to employ a variety of techniques. Here are a few that Ive picked over the years, and which Ive used to help myself get out of debt, and to develop the courage to speak before groups or to appear on live television:
y

Dont dwell on failures. Draw from the things youve done right. My talk last week was far from perfect. But if I dwell on the things I did wrong, Ill psych myself out of future opportunities. Ill be scared to say yes when somebody asks me to speak. Instead, Im trying to focus on the things I did right so that I can emphasize them in future presentations. Rehearse a positive outcome. Before my live television appearance, I watched clips of similar interviews on the same show. (Im not a regular television watcher, so this was new.) I arrived at the station early, so I sat in the car, closed my eyes, and imagined the interviewer asking me questions about the subject. I imagined joking with her. I imagined it as a positive experience. Do not procrastinate. Procrastination promotes fear. When youre afraid, thinking is your enemy. Act. Do what you think is best, and do it quickly. The longer you take to act, the more time you have to talk yourself out of it, the longer you have to imagine the things that might go wrong. Its not enough to hope. Take action. Here is a psychological principle that is worth reading over 25 times. Read it until it absolutely saturates you: To think confidently, act confidently. from The Magic of Thinking Big by David J. Schwartz

To think confidently, act confidently. Youve heard the phrase fake it til you make it. Research has shown that faking confidence actually leads to the real thing. If youre in a situation where youre not sure what to do, act like you know what to do. Act confident and you will become confident. (Note that this isnt license to be a jerk. Its not a license to lie.) Schwartz says that we can change our attitudes by changing our physical actions. He recommends five specific behaviors: sit in front, make eye contact, walk faster, speak up (offer your opinion), smile. Think like the other person. Remember that people are all the same. We each have the same fears and the same desires. Underneath, most folks are pretty nice. When youre in an uncomfortable situation, put yourself in the other persons shoes. While prepping for my talk last week, I used this technique to plan what I was going to say and how I was going to say it. I talked with a dozen financial planners to find out their concerns, and tried to address them in my talk. By doing this, I removed the fear that I wasnt addressing their interests. Maintain a positive mental attitude. In Success Through a Positive Mental Attitude , the authors write: When [a person] is wrapped in the warm, secure belief that he will do well, he is actually able to do better than he knows. His defenses are relaxed; his guard down; he is able to stop spending emotional energy protecting himself from the possible hurts of failure; instead he spends his energy reaching for the probably rewards of successConfidence has had a measurable effect on him it has brought out the best in him. Get off your but. In Feeling Good: The New Mood Therapy , David D. Burns offers a variety of suggestions for building confidence and destroying fear. One of these is to learn to defeat a case of the buts. Schwartz calls this excusitis, the disease of failures. Burns says that the

best way to deal with excuses is to argue with yourself. Every time you say, Id like to save money, but, come up with a rebuttal to counter the argument. Keep going, fighting every excuse you make. Visualize success. In Feeling Good, David Burns also encourages readers to visualize success: A powerful self-motivation method involves making a list of the advantages of a productive action youve been avoiding because it requires more self-discipline than youve been able to muster. Such a list will train you to look at the positive consequences of doing it. For example, if youve been holding back asking for a raise, make a list of only the positive possible outcomes. Once youve made the list, fantasize about your life after receiving the raise. Focus on the positive outcome that success will bring you. Look sharp. A lot of us experience poor self-esteem because we dont like the way we look. But we exacerbate the problem when we dress sloppily or are not well-groomed. Im not pointing any fingers. My friends and family can readily attest that Im one of the worst culprits. Im often unshaven, dressed in sweats, slouched at my desk. Why? I lack self-confidence. But when I have an important meeting, the simple act of putting on nice slacks, a dress shirt, and a tie can change my mindset entirely. Take care of yourself. Do the right thing. if you do the right thing, and you do it well, what do you care what other people think? Successful people will always have critics. Learn from the critics or to ignore them, but dont let them bring you down. Do the right thing, and confidently own the consequences. I must not fear. Fear is the mind-killer. Fear is the little-death that brings total obliteration. I will face my fear. I will permit it to pass over me and through me. And when it has gone past I will turn the inner eye to see its path. Where the fear has gone there will be nothing. Only I will remain. from Dune by Frank Herbert

Keep things in perspective. I know a woman who is paralyzed by what other people might think of her. Shes always on pins and needles, waiting for some cutting remark. Even small things in innocuous conversations become huge things in her mind, rebukes for imagined transgressions. This sort of thing saps any chance at self-confidence. Dont seek perfection. Remember that the perfect is the enemy of the good. This is a huge problem in my own life. Somewhere along the way, Ive become a perfectionist. I only want others to see me at my very best, whether its on the blog, on television, or even on Twitter . But this perfectionism takes work, and it saps my confidence. Do you know anyone who has ever been perfect? Me neither. Do your best and let go. Read the success literature. Research others who have succeeded. Self-help manuals get a bum rap, and many of them deserve it. But not all of them. There are many fantastic books out there that offer advice on how to improve your life. Read them. Learn from the experience of others. (Ive found 50 Success Classics to be a powerful motivator [my review].) Dont compare yourself to others. Be yourself. Ill tell you a secret. There are a lot of personal finance blogs out there. I dont get to read them as often as I used to, but I do try to make the rounds once every week. Sometimes when I do this, I feel like giving up. I feel like quitting. I lose confidence. I cant write that well, I think. I cant cover retirement investing as well as Jim did. Comparing myself to others is counter-productive. It only makes me feel inadequate. Who cares what other people write, or how well? Whats important is simply producing the best work I can. All I can be is myself.

Using life coaching techniques to enhance leadership skills in nursing

3 March, 2009

A life coach helped a team of primary care nurses to improve teamworking and manage stress
Author Catherine Williamson, BSc, Dip Life Coaching, is a life coach, Greater Manchester, and former speech and language therapist in the NHS. Abstract Williamson, C. (2009) Using life coaching techniques to enhance leadership skills in nursing. Nursing Times; 105: 8, 20-23. This article describes a recent initiative, which used life-coaching to develop strong leadership skills and empower individual team members and the team as a whole. A threestage process was used to enable a team of nurses in a GP practice to improve working relationships, leadership skills and stress management.
Practice points

y y y y

Helping people with personal and professional development requires a complex set of skills. A successful work culture fosters employee development and encourages staff to make a positive contribution. Being able to understanding their own key competencies and weaker areas helps team members to deal more effectively with others. When they are promoted, staff need to learn a new set of management/leadership skills.

Introduction Life coaching aims to help people to enhance work performance and career opportunities and to achieve more in life. According to Martin (2007): 'Your coach cannot do the work for you but can, and should, suggest where you direct your focus to gain optimum benefit from what you are doing.' The NHS has identified that this kind of work - that is, enhancing leadership and management - is very much needed.

The NHS Institute for Innovation and Improvement's (2006) leadership qualities framework contains detailed descriptions of qualities and levels of attainment that are specifically tailored to the NHS' needs and environment. Earlier this year, an advanced nurse practitioner (ANP) approached me to ask about teambuilding. The term conjures up many different images and can induce dread at the thought of outdoor activities or other similar pursuits. However, the work I do as a life coach focuses on building the right kind of communication structure to make a team work, from management to co-worker level and beyond to outside the team. The ANP outlined the situation as follows: 'Since the advent of QoF [the quality and outcomes framework] in general practice, [there has been] more and more pressure on practice nurses to achieve targets for the GPs to earn money. 'I work with a team of three practice nurses and two HCAs, in a very busy surgery with a practice population of 12,500 patients. There are four partners with four salaried GPs. 'More and more I was noticing the nursing team having negative attitudes, moaning, feeding off each others' negativity and I felt it was starting to spiral out of control. 'The team had great difficulties in time management, difficulties saying no and we rarely had time to communicate. 'The biggest problem was changes in working practice. For example, a new ECG machine was to be used and it took so much longer than [was] acceptable before the nurses were able to perform an ECG without there being some problem.' The ANP had frequently discussed her concerns within the GP practice but decided to take the initiative and sought out a supportive pharmaceutical representative, who agreed to jointly fund any work carried out to help the team develop. Working with the ANP At my first meeting with the ANP, she raised further issues that she wanted to address: 'At the time I was working well out of my comfort zone as a newly qualified nurse practitioner. I had much less time to deal with management problems and I was very conscious when I was asked for advice/help that I was not able to give the time I should. Also, at times, I felt irritated that it was not acknowledged that I had my own stresses and work commitments that couldn't wait either. 'In the past, the nursing teams I'd led all worked as a team and people supported each other. In this team, they all had different problems and never seemed to think about how anyone else felt, or how busy other people in the practice were.

'I feel it's part of my responsibility to try to make the nursing team as effective and efficient as possible - it was obvious to all the practice team how stressed a few members of the team were.' After a lengthy discussion about work, stress, management and how to move forward, we agreed a programme to cover all dysfunctional aspects of the team and enable it to move forward in a more positive way (see Table 1). Individual coaching with the ANP The aims of the individual coaching sessions with the ANP were to help her develop: Self-belief - this focuses on preparing people to stand up for what they believe in, on the understanding that the actions taken focus on achieving the best outcomes for the team and the service; Self-awareness - to be effective leaders, staff need a strong sense of self-worth so they can handle pressure and stress more effectively; Self-management - without this ability, it can be difficult to implement effectively what has been learnt; Personal integrity - this can help with the decision-making process. The ANP demonstrated this when she was persistent in applying for funding; The ability to enable others - this can be empowering for others and actively helps them to take responsibility and thus develop their own self-esteem and confidence. Reflecting on these one-to-one sessions, the ANP commented that they 'made me realise my own values and why I get more irritated by certain characteristics of the team members. It wasn't my fault that we were not working well as a team; each individual team member needed to own their responsibilities and be accountable themselves.' Zwell (2000) argued: 'One key function for many managers is developing the leadership ability of their subordinates.' If they are to develop others, managers need to have a strong sense of identity, their core competencies and what they need to improve. For the ANP concerned, the individual sessions helped her to focus on herself, recognise her strengths, know her limitations and begin the process of building and shaping the right team around her. Owen (2005) summarised this as follows: 'By having the self-confidence and self-awareness to know their own weaknesses, they [the leader] can build the right leadership team to help them and they can then be open about learning.' Belbin team roles assessment

Belbin (1996) published a management book based on a study of successful and unsuccessful teams competing in business games at Henley Management College, Oxfordshire. He described a team role as 'a tendency to behave, contribute and interrelate with others in a particular way'. With this in mind, I felt a Belbin assessment would be an ideal way for the team to start to examine: y y y The roles they bring to the workplace; How these fit in with the team; The contribution these roles make to the team. There are nine team roles in total and the questionnaire helps to identify individuals' preferred roles, their manageable roles and their least preferred roles. These nine roles are: Plant - is creative, imaginative and unorthodox; Resource investigator - is an excellent communicator, recognises opportunities and is extrovert; Coordinator - has a strong sense of objectives, promotes decision-making and delegates well; Shaper - is challenging, driving and dynamic, thrives on pressure and is an effective delegator; Teamworker - is cooperative, supportive and diplomatic, averts friction and listens well; Implementer - is disciplined, efficient, organised and reliable; Completer finisher - is conscientious, pays attention to detail and delivers results; P Specialist - has rare skills or knowledge, and is dedicated, professional and single-minded; Monitor evaluator - is discerning, objective, questioning and sees all options. Once staff have an understanding of their preferred roles, it can help to explain why they relate well to some people and have conflicts with others. It also helps to explain some of the less favourable traits, since for every role there is a set of strengths, allowable weaknesses and non-allowable weaknesses. This gives staff a new vocabulary with which to talk to others about their behaviour and how it impacts on others. Typically, a complete Belbin programme includes not only self-perception but also team members' perceptions of each other. In this case study the process was limited to self-perception only, but nonetheless brought out some strong underlying issues.

The ANP said: 'It was very interesting that the frustration I had with certain members of staff, who were not acting and following up on new initiatives as I expected, was brought to a head when Catherine had us all working on the types of personalities we were. 'I found out that I look at things from 'the wider picture' and these particular team members looked at things using 'detail'. This was extremely helpful in me understanding them more. Now I will be able to help prevent problems occurring when we set up new initiatives by giving them more detail than I previously felt that they needed.' It is important for managers/leaders to understand the behavioural characteristics of their staff so that when conflicts do arise they can be discussed on a professional level rather than a personal one. Group sessions As Table 1 shows, the aims of the three group sessions were to: y y y Raise awareness; Understand behaviour; Empower staff. Before starting the group sessions one team member (an HCA) said: 'I hoped the sessions would teach us something about us as individuals and as a group.' From a managerial point of view, the ANP had hoped the sessions would help the group to understand that other team members also had stresses to deal with and that this stress has an impact on the team. She also hoped that 'the team would look at themselves more and stop blaming 'the system' for their stress and realise we are actually quite lucky where we work'. All team members (six in total) were asked to contribute and share any issues that arose for them during the sessions - if they felt comfortable to do so. All agreed to maintain confidentiality and professionalism throughout the sessions, respect each others' point of view and bear in mind that the sessions may bring up personal issues that people may want to keep private. Raising awareness A life coach's role is to help people see things as they really are. Downey (1999) quoted Tim Galloway's definition of coaching as: 'To establish a firmer connection with an inner authority that can guide vision and urge excellence and discriminate wisdom without being subject to an 'inner bully'.' This is an interesting quote because, as people begin to know themselves and make changes, some guilt may be attached and this needs to be addressed. The results of the Belbin team-roles assessment helped all team members to se themselves in a new light and allowed them to appreciate each others' strengths and weaknesses.

For example, many of the team emerged as strong teamworkers, in that they are cooperative and can avert friction. However, this can also mean they are indecisive (an allowable weakness) and, if left unchecked, this can lead them to avoid situations that may entail pressure (a non-allowable weakness). This is helpful for the ANP as it helped to explain why individual team members were reluctant to make decisions. Another example is the monitor-evaluators in the team. Their contribution is to be discerning and objective but this can lead them to be uninspiring and sceptical (allowable weaknesses) and, if left unchecked, this can lead to them being cynical and pessimistic (non-allowable). Every role is important and it is essential that each person's strengths and contributions are recognised. A practice nurse commented: 'I hope that as a result of the team-building sessions, we will value and acknowledge each other more and each member's contribution to the practice.' Another way of raising awareness is to look at the 'locus of control', which is considered to be an important aspect of personality in psychology. The concept was originally developed by Julian Rotter in the 1950s and refers to the extent to which people believe they can control events that affect them. y y y y y y y Understanding this concept can help people to become aware of: When they give away power to others; When they are passive; When they put others' needs first at their own expense; When they assume someone else's power; When they become dictators; When they blame others for a mistake they made. The model in Fig 1 helped the team to identify when they were most likely to fall into passive behaviour and when they would rebel and become more aggressive. We also found that stress levels had a significant influence on people's behaviour and on how they responded to others. Helping people to understand how their behaviour undergoes subtle changes as they become more stressed can help them to make positive choices to stay in control. One of the HCAs found this process very useful, saying: 'Personally I need to look at the bigger picture, take stock of where I am and what I want from my job.' Understanding behaviour

Stress has a major impact on people and generally affects them on every level - mentally, physically and emotionally. All group members said they wanted help and advice on dealing with stress levels. Stress is a very personal issue - what helps one person will not always help another so it is important for individual staff to understand their own response to stress and determine what will help them. One of the highlights for the ANP in the group sessions was noticing that her staff felt they acted in positive ways. However, team members were able to point out to each other during the sessions that they were not always assertive or calm and could actually be aggressive or short with people. One way to tackle this is for staff to consider stress levels as they rise and then go back and determine the trigger factors and their response. Knowing trigger points in certain situations can help people to manage their reactions and responses more appropriately. A practice nurse said: 'I learnt that, to do as good a job as I can without getting too stressed, I need clarity, the opportunity to discuss issues, time and support.' Empowering staff The following quotes all illustrate how much team members learnt about themselves: 'We became more open with each other; we understood each others' difficulties, setbacks, expectations and problems. We also realised the importance of needing to meet together more often' (HCA); 'I am working on noticing when I take on too much or when I am unrealistic in what I can achieve in a certain time and how this causes me stress. I am learning to say no. I found these sessions extremely valuable and well facilitated' (practice nurse); 'In conclusion, I thought the sessions were very well structured. However, if the issues that were raised are not addressed then nothing will have been gained at a practice level' (HCA); 'I feel much more confident in leading the team of nurses and, in future, know how to get the best results out of each individual team member as I understand much better how they tick and therefore am able to get effective results' (ANP). However, one of the HCAs pointed out: 'At a practice level, little is likely to change until more time is given by management to the concerns and expectations of the staff.' This last comment is certainly true and the evidence from this initiative has helped the ANP to secure more management time to fulfil her role. After this process, the ANP said: 'I hope the GPs will notice the nurses are much happier in their work and are working much better as a team. Nurse clinics will be better run and the nurses will be taking more responsibility and following through what they have done.'

Reward and recognition are both essential in the workplace. As Zwell (2000) said: 'If employees significantly impact on the organisation and are not rewarded for that impact, expect them to go to other organisations where they will feel more appreciated.'

THE CLINICAL LEARNING ENVIRONMENT

INTRODUCTION Quinn (1996) suggests that learning gained from placement experience is much more meaningful and relevant than that gained in the lecture room. There is support for this argument in the writings of such people as Carl Rogers, Malcolm Knowles, David Kolb and Donald Schon. If you accept this premise, it is clear that it must be of considerable importance for anyone who is going to be actively involved in helping to support learning in practice to understand the key factors that influence this learning environment. KEY CHARACTERISTICS The works of Orton (1981), Fretwell (1983), Ogier (1982) and Pembury (1980) are regarded as seminal in relation to identifying, through research with nursing and midwifery students, the characteristics that students themselves identify as being key to an effective clinical learning environment. Four key characteristics were highlighted. These were: The use of a humanistic approach to learning; A good working team spirit in the clinical team; An efficient but flexible management style with teaching being recognised; Teaching and learning support from qualified staff. MOTIVATION AND NEED THEORY A useful model to consider when thinking about supporting students in their clinical placements is that of Abraham Maslow (1970). Maslow focussed on motivation and need theory and it seems relevant to explore this model as motivation and meeting learning needs are central to the mentor role. Self Actualisation Needs Esteem Needs Love, Affection and Belonging Needs Safety Needs Physiological Needs At each level of Maslows hierarchical model the mentor has a very specific role to play in assessing individual students needs and helping them to meet these needs in as effective manner as possible. Maslow suggests that if any of the needs levels are not attended to then there will be some impairment to the learning process, in some cases, learning may in fact be totally blocked. Being realistic about this model, it might be difficult to see how some of the needs can be fully met in students who spend sometimes very little time on a placement. For example, it may be difficult to imbue a student with something like a true sense of belonging in a short placement experience. However, such simple things as making a student feel

valued and part of a functioning team can go some way to achieving this. Compromises may have to be made when the ideal proves to be unattainable. MENTOR SKILLS IN CREATING A LEARNING ENVIRONMENT Disabling TraitsCentral to the learning environment is the mentor who is assigned to support and guide the student throughout a placement. Their effectiveness in the roles required of them depends on a range of skills that they require to develop and hone through practice and experience. Anderson & Shannon (1995) report that successful mentors employ a range of enabling strategies and skills within mentoring relationships. Before looking at positive attributes of mentors it is perhaps useful to reflect upon the less positive aspects of individuals that can have a negative effect on others in a learning environment. Darling (1986) described a range of disabling types of mentor under the heading of A Galaxy of Toxic Mentors. The table below summarises Darlings findings. Not available or accessible Throw people into new roles Leave them to sink or swim strategies

DUMPERS

BLOCKERS

Avoid meeting others needs by: Refusing requests (the Refuser) Controlling through withholding information(the Withholder) Arresting development by over supervising(the Hoverer)

Set out to destroy others by: Subtle attacks to undermine confidence (the Underminer) DESTROYERS/ Open approaches of verbal attack and CRITICISERS argument to deliberately destroy confidence(the Belittler) constant put downs and questioning of abilities (the Nagger).

Some people become disablers in the learning situation because of their own experiences as learners, others adopt disabling behaviours as a defence in what they see as a threatening situation that they have not been adequately prepared for. Lack of selfawareness can compound the situation and it is unlikely that an individual will change their approach unless some intervention in the form of education and development is implemented. Enabling Traits Happily, there are a large number of mentors who have a very positive approach to learning and these people can be described as enablers. Morton-Cooper and Palmer

(2000) suggest that enabling individuals display specific traits: Accessible to those around him/her Responsive to others needs Easy to trust Comfortable with him/herself and his/her abilities Able to command mutual respect They further expand upon this by identifying a range of Core enabling characteristics and Specific enabling characteristics that a mentor has to have to function effectively. These characteristics are as follows: Core Enabling Characteristics Motivates individuals to set their own agendas for working and learning Provides safe opportunities for critical reflection Advises, counsels and guides on personal, professional and career matters Assists the mentee to learn through successes and failures Is an effective role model Recognises and supports the mentees strengths Develops capabilities by offering constructive feedback. Specific Enabling Characteristics Is supportive and encouraging Helps identify resources for learning and career socialisation Is challenging and acts as a critical friend Encourages creativity and risk taking in learning and working Assists the mentee to critically reflect on his/her personal and professional capabilities TEACHING/LEARNING STRATEGIES The clinical environment offers a challenge in relation to the choices of strategy available to facilitate learning. Oliver & Endersby (1994) suggest that most teaching in practice areas deals with skills, including interpersonal and management skills. Another way to look at this is to consider the elements of the educational taxonomy that considers that any learning topic has to be considered from three perspectives in relation to what a student has to learn. These elements are: Psychomotor Cognitive Affective Something as simple as teaching a student how to administer an oral drug can illustrate this. Psychomotor Skills You would wish the student to actually be able to open the bottle and decant the capsule/tablet appropriately. They should also be able to read the drug prescription sheet and to record the administration of the drug appropriately. Cognitive Skills It is not enough just to be able to administer the drug; the student should also be able to understand such things as why they are giving the drug, its effects, side effects and

correct dosages. Affective Skills It should never be forgotten that on the end of the administration of the drug is a client/patient. To be able to be competent in this procedure the nurse/midwife must also be able to display the appropriate communication, interpersonal and intrapersonal skills. The list of strategies that can be implemented are many and varied and the choice of which to use is very much related to the preferences of the facilitator and the learning situation. Facilitators do tend to use strategies that they themselves have found useful in their own learning but must be conscious of the preferred learning style of the student. It is possible to alienate a student by involving them in a strategy that is perceived as threatening or irrelevant. Strategies to consider are: Case conferences/studies; Discussions; Ward reports; Critical incident analysis; Demonstration; Clinical rounds; Experiential activities; Role play; Group work; Brainstorming; Simulations SUMMARY Clinical areas provide an absolutely vital professional learning environment and it is the role of qualified staff to ensure that that learning environment is maximised to its full potential for the students whose learning they are supporting. There are a large number of things to consider in relation to this including ensuring that the key characteristics are present, that the mentor possesses the appropriate enabling traits and is able to choose the appropriate strategies to facilitate learning.

Factors Adversely Affecting Student Learning in the Clinical Learning Environment: A Student Perspective DHJM Dolmans

Maastricht University, Dept. of Educational Development & Research, Institute for Medical Education, Maastricht, Netherlands Academic Hospital Maastricht, Institute for Clinical Education, Maastricht, Netherlands *Present position: Maxima Medical Centre, Veldhoven, the Netherlands Published: 19 December 2008 Dolmans DHJM, Wolfhagen IHAP, Heineman E, Scherpbier AJJA

Too few opportunities to examine patients independently I did not see any patient independently, too few occasions to undertake activities independently. - More individual responsibility for students would enhance students involvement in the clerkship. - Little opportunity to practise clinical skills. - No opportunities to see new patients. - Too few opportunities for examining patients in the outpatient clinic. Insufficient supervision/no feedback - I received almost no feedback. I did not learn much. I received little supervision. - Staff did not always have time for supervision, available time for supervision varied enormously. - When I am being assessed, I receive criticisms without the assessor being able to give an explanation. - They should have challenged me more by asking questions; that encourages me to think and study. - Not enough explanations were given. - Too little continuity of supervision. Students should be assigned a mentor. The staffs lack of motivation to teach and negative attitudes towards students - Certain staff members just ignored students or tried to get you out of the room as quickly as possible. - Staff member X does not get along well with students.

- Staff are unwilling to give explanations. - Students are not made to feel that they are part of the team. - Staff do not invite students to participate or involve them in activities. - Staff do not encourage students, show little interest in them and display little enthusiasm. - Bad working climate among staff. Too many students - Too many students and other trainees. - Too many students, which meant that students could see fewer patients and learn fewer skills. - Too few patient contacts for too many students. - No room available to see patients with such a large number of students. Lack of organisation - Students have no clear position, which means that you are always competing with others for learning opportunities. - Too many contacts with different physicians. - So many staff that no one can really ascertain or observe whether you are making progress. - More formal didactic occasions would improve learning effectiveness. - Too few formal educational sessions. - Very poor organisation, I had to organise things myself for 100%. - Inefficient day schedule. - Too many educational sessions were cancelled. - Few organised activities; staff had no idea what to do with students

COMMON STRESSORS IN CLE

Fiona Timmins and M. Kaliszer

y Academic stres y Stress among nursing diplomastudents versus traditionally trained student y Stress due to interpersonal Relationship

Roles and resp of CI

Lead Teacher Recommends to the Assistant to the Dean for Operations and Academic Support clinical sites and experiences consistent with the level of the student learner, course description and course outcomes one year in advance of the course offering. (See also: Lead Teacher Position Description) Assures that all clinical instructors and students fulfill clinical requirements of the clinical agency. Prior to the beginning of the clinical experience, reviews with students the roles and responsibilities of all members of the clinical teaching team that may include: clinical faculty coordinator, clinical instructor, clinical teacher, preceptor, or clinical teacher assistant. Provides the student with his/her teaching team. This teaching team includes the names (or position within the clinical agency) and contact information (pager, phone#, email). Interprets the program goals and learning objectives for the students with the staff at the practice sites. Prepares the clinical instructor, preceptor and clinical teacher for the learning activities and approaches specific to the level of the learner and courses outcomes. Mentors the clinical instructor as a teacher. Confers with the clinical instructor regarding learning opportunities to further enrich student learning and accomplishment of the courses outcomes, such as through clinical teacher assistant activities.

 Serves as a consultant to the clinical instructor with issues of student learning and evaluation in the clinical environment. Provides evaluative feedback to the agency regarding the effectiveness of preceptors and clinical teacher assistants in role performance specific to student learning.Evaluates clinical instructors and recommends to the Dean reappointment based on their clinical teaching with students and role as a member of the course team. Collaborates with the unit manager in the continued development of the clinical setting as a model nursing environment for practice and education. Provides the unit manager (or Clinical Faculty Coordinator when DEU is available) with the course syllabus and information including: schedules, scope of students learning activities, course outcomes, learning activities, and contact information for all students and faculty prior to the beginning of the clinical experience. Provides feedback to the Assistant to the Dean for Operations and Academic Support and Clinical Faculty Coordinator (where DEU is available) as to the effectiveness of the clinical setting for student learning. Clinical Faculty Coordinator Works with the Lead Teacher, Assistant to the Dean for Operations and Academic Support and clinical agency to plan, schedule clinical rotations and mixes of students by level of learner, and prepare the clinical unit for student learning. Collaborates with the nurse manager in the continued development of the DEU as model nursing environment for practice and education. Prepares the clinical instructor, preceptor and clinical teacher for the learning activities and approaches specific to the level of the learner and courses outcomes. Coordinates the setting-specific orientation and processing requirements with students for their entry in the clinical setting.

 Confers with the clinical instructor regarding learning opportunities to further enrich student learning and accomplishment of the courses outcomes, such as through clinical teacher assistant activities. Facilitates clinical seminars of students. Serves as a consultant to the clinical instructor with issues of student learning and evaluation in the clinical environment. Serves as a teacher role model for the clinical instructors, preceptors, clinical teachers and clinical teacher assistants. Provides clinical teaching instruction to clinical instructors, clinical teachers and preceptors. Reinforces effective clinical learning strategies for student learning as observes clinical teaching by the instructors, clinical teachers, and preceptors. Is a resource for nurses for educational opportunities for their professional development. Provides evaluative feedback to the lead teacher and nurse manager regarding the effectiveness of the clinical instructors, preceptors and clinical teachers in role performance specific to student learning. Recommends to the Dean the reappointment of instructors based on their clinical teaching with students. Serves as a liaison between the clinical agency and school of nursing. Clinical Instructor Directs, manages and evaluates student learning in the clinical setting. Prepares clinical teacher assistants and preceptors for their teaching activities and approaches specific to the level of the learner and courses outcomes. Assists the student in integration of theory and practice, specific to the courses learning activities and level of the learner. Evaluates the students development of clinical reasoning skills.

 Facilitates clinical seminars (non-DEU in absence of the clinical faculty coordinator). Is available at all times the student is in the clinical setting. Directly observes and guides students learning activities with clients Evaluates students in clinical as related to the UP Program outcomes. Participates as a member of the course team in the courses development and evaluation activities with the lead faculty. Provides timely and ongoing feedback to the lead faculty regarding individual student and group performance in accomplishment of the courses outcomes Evaluates clinical teacher assistants and preceptors for their teaching effectiveness and provides feedback to the lead faculty. Provides feedback to the lead faculty (or to clinical faculty coordinator with DEU) regarding the clinical settings effectiveness in supporting student accomplishment of the course and program outcomes. Collaborates with the unit manager and staff so that the presence of students and their activities are supportive of the units goals and needs. Provides feedback to the lead teacher (or to clinical faculty coordinator when a DEU is available) regarding the clinical settings effectiveness in supporting student accomplishment of the course and program outcomes. Is a resource for nurses for educational opportunities for their professional development. Serves as a liaison between the clinical agency and school of nursing.

Clinical Teacher

The clinical teacher performs the delegated activities for student learning as described for the Clinical Instructor with the direction, supervision and assistance of the Clinical Faculty Coordinator. Preceptor Provides continuity of direct instruction, and supervision to the student as consistent with the students learning needs, course objectives and program outcomes. Directly observes the student with clients. Is immediately available at all times the student is to be in the clinical agency with the preceptor. Serves as a professional nurse role model consistent with the scope of practice of the registered nurse. Through questioning and advising, supports the students practice and growth with clinical inquiry and reflective practice. Supports the students growth in the use of evidence-based practice. Provides ongoing and timely feedback to the clinical instructor regarding the students learning needs and performance. Notifies the instructor immediately with any concerns regarding student or client safety and well being. Confers with the clinical instructor about additional/alternative learning activities consistent with the student learner and course outcomes. Assists the student in activities to gain an understanding of the agency/units goals, system of care delivery, procedures and client population, and unit/agency in a shared understanding of roles, relationships and goals. Works with clients, staff and other members of the agency community to understand the role, capabilities and learning needs of the student. Provides feedback to the unit/agency manager regarding the impact of the student learner on the unit, staff and clients.

Clinical Teacher Assistant

 Serves as a resource to the student for specific learning activities. Provides the level of supervision or direct instruction as negotiated with the clinical instructor. Notifies the instructor immediately with any concerns regarding student or client safety and well being. Works with clients, staff and other members of the agency community to understand the role, capabilities and learning needs of the student.

WHAT ARE KNOWLEDGE, SKILLS AND ATTITUDES?

The acquisition of each of these attributes may be difficult to separate in practice, but each are discussed in isolation, albeit at a somewhat theoretical level, in order to provide a basis to assess the suitability, applicability and adequacy of any course for a particular vocation. Knowledge. The definition of knowledge can vary depending on the epistemology, the theory of knowledge creation, the reader chooses to follow. Many authors such as F.W. Taylor, P.F. Drucker and A. Toffier choose to equate "knowledge" to "information", and "data" and use the terms interchangeably. Authors more focussed to the areas of continuous improvement, the principles of kaizen, continuous improvement and modern Japanese management philosophies based on Zen Buddhism, for example, P.M. Senge, B. Levitt, and Nonaka and Takeuchi (Reference 3), contend that knowledge has two components - the explicit and the tacit. The explicit component can be broadly but not exclusively equated to information while the tacit component covers the informal and hard to define skills gained by experience together with the schemata, mental models and beliefs - the factors that enable people to use such information. In the latter sense, knowledge can appear to verge into the areas of skills and attitudes. Even if this is so, knowledge must remain as more than information.

Vocational education is about the quality, which includes the continuous improvement, of the Australian workforce. Hence knowledge within the ambit of vocational education must be considered in its broadest sense. It should be considered not only as the required information but also as the capacity to apply it to the immediate work tasks. The other epistemology of supplying a quantity of information so the learner can develop his/her own schemata etc more

closely aligns to academic studies and their application to the work environment. By its own volition, this latter epistemology leads to a "trial and error" methodology that is very different from the defined principles and objectives of vocational education.

Skills. Skills are defined as expertness, practiced ability, facility in doing something, dexterity and tact. Skill encompasses experience and practice, and the gaining of skill leads to unconscious and automatic actions. Skill is more than just the following of rule based actions. The potential downside of such an attribute is that, in the absence of knowledge and attitudes, such a "skilled" person may have no ability or capacity to react to situations outside the normal condition. Without the knowledge and attitudes contributing to competency, such skills alone can be demonstrated as one of the major causative factors in human error (Glendon Reference 2). Put alternatively, skills alone without knowledge and attitudes can be dangerous - knowledge and attitudes must support skills. This is seen as a very important issue in an industry such as fireworks, where the consequences of an error can be very serious.

There are five skill sets that cover the dimensions of competency and these are defined in the Australian vocational training system. From Resources for the Training Package, Certificate IV Assessment and Workplace Training BSZ40198 (Reference 4) they are: Task Skills - the requirement to perform individual tasks to an acceptable level of skill (recall information or terms, application of process.)

Task Management Skills - the requirement to manage a number of different tasks within the job. (priority setting, sequencing of tasks, tips to make job easier.)

Contingency Management Skills - the requirement to respond to irregularities and react appropriately when things go wrong. (what do you do if, who to contact, why is it important.)

Job/Role Environment Skills - the requirement to deal with the responsibilities and expectations of the work environment, including interacting appropriately with others in the workplace. (duty of care, obligations, safety requirements.)

Ability to Transfer Skills - the requirement to transfer knowledge, skills and attitudes to new situations.

Attitude. Attitude can be defined as a "learned tendency to act in a consistent way to a particular object or situation" (Fishbein- Reference 1). Attitudes have affective, cognitive and behavioral intention components. A competent person must have the capacity to sense and recognize a situation, the tendency to act in a controlled and predictable manner and an ability to be consistent in acting in a manner relevant to the situation. In relation to safety and health issues, these attributes need to be directly related to the situation and not of a generalist nature.

Roles & Responsibilities of a Nurse

1. Caregiver/ Care provider the traditional and most essential role
    

functions as nurturer, comforter, provider mothering actions of the nurse provides direct care and promotes comfort of client activities involves knowledge and sensitivity to what matters and what is important to clients shows concern for client welfare and acceptance of the client as a person

2. Teacher provides information and helps the client to learn or acquire new knowledge and technical skills
  

encourages compliance with prescribed therapy. promotes healthy lifestyle interprets information to the client

3. Counselor- helps client to recognize and cope with stressful psychologic or social problems; to develop an improve interpersonal relationships and to promote personal growth
  

provides emotional, intellectual to and psychologic support focuses on helping a client to develop new attitudes, feelings and behaviors rather than promoting intellectual growth. encourages the client to look at alternative behaviors recognize the choices and develop a sense of control.

4. Change agent- initiate changes or assist clients to make modifications in themselves or in the system of care. 5. Client advocate- involves concern for and actions in behalf of the client to bring about a change.

 

promotes what is best for the client, ensuring that the clients needs are met and protecting the clients right. provides explanation in clients language and support clients decisions.

6. Manager makes decisions, coordinates activities of others, allocate resources, evaluate care and personnel


plans, give direction, develop staff, monitors operations, give the rewards fairly and represents both staff and administrations as needed .

7. Researcher participates in identifying significant researchable problems

 

participates in scientific investigation and must be a consumer of research findings must be aware of the research process, language of research, a sensitive to issues related to protecting the rights of human subjects.

Expanded role of the nurse: 1 Clinical Specialists- is a nurse who has completed a masters degree in specialty and has considerable clinical expertise in that specialty. She provides expert care to individuals, participates in educating health care professionals and ancillary, acts as a clinical consultant and participates in research. 2. Nurse Practitioner- is a nurse who has completed either as certificate program or a masters degree in a specialty and is also certified by the appropriate specialty organization. She is skilled at making nursing assessments, performing P. E., counseling, teaching and treating minor and self- limiting illness. 3. Nurse-midwife- a nurse who has completed a program in midwifery; provides prenatal and postnatal care and delivers babies to woman with uncomplicated pregnancies. 4. Nurse anesthetist- a nurse who completed the course of study in an anesthesia school and carries out pre-operative status of clients. 5. Nurse Educator- A nurse usually with advanced degree, who beaches in clinical or educational settings, teaches theoretical knowledge, clinical skills and conduct research. 6. Nurse Entrepreneur- a nurse who has an advanced degree, and manages health-related business. 7. Nurse administrator- a nurse who functions at various levels of management in health settings; responsible for the management and administration of resources and personnel involved in giving patient care.

BIBLIOGRAPHY Books:

Fishbein, M. and Ajzan,I., Belief Attitude Intention and Behavior: and Introduction to Theory and Research, Addison-Wesley, Reading, Ma. Glendon, I.A. and McKenna, E.F., Human Safety and Risk Management, Chapman and Hale, 1995. Nonaka, 1. and Takeuchi, H., The Knowledge Creating Company, Oxford University Press, 1995. 14. Resources for the Training Package, Certificate IV- Assessment and Workplace Training BSZ40198, Australian Training Products P/L, Melbourne.
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