Styles of leadership and their effects on motivation

Styles of leadership and their effects on motivation Leadership style could influence the different level of motivation. However, throughout a lifetime, changing ambitions and leadership style influences a persons motivation. Leader does not always go first but a clearly definition would figure out of an idea of the one who will lead, ie. Who is the leader? It is very difficult to separate out theories and concepts of Leadership and Motivation. The leader has to know how to motivate people and must look for ways to do this so as to maintain their role as a good leader. There are many theories of motivation and the leader could choose their own style of leadership in order to give the best result. Motivation The term motivation theory is concerned with the operation that describes why and how human behavior is activated and directed. It is regarded as one of the most important areas of study in the field of organizational behavior. There are four writers who consider the functions performed by management, it enables us to define management and explore how thinking has changed through time. Frederick Taylor (1856 1917), he considered money to be the main motivator for workers therefore scientifically investigate how jobs are done through work study .By using piece rates to pay the workers and this kind of method was widely adopted as businesses saw the advantages of raising productivity levels and lower unit costs. The problems of using this scientific management are that it will have lack of skills required leading to loss of skills in the workforce and also power for the workers. As the duty is the same and the workers might start to found it is boring which will lead to a lower morale amongst the workforce. In addition, Taylor did not treat workers as people and he stated that money was highly important to them as many of them virtually lived on the breadline. Elton Mayo (1880 1949) believed that workers are not just concerned with money but could have been better motivated by their social needs whilst at work. He introduced the Human Relation School of thought, which focused on managers taking more of interest in the workers, treating them as people who have worthwhile judgment and realizing that worker are enjoy interacting together. He set out an experiment to investigate how changing light and working conditions would affect productivity. At the end of the experiment, his results proved that greater communications and improved the relations could lead to an increased of productivity. It has also stated that social needs in the workplace must be recognized and the communication is vital and understanding of the informal needs of the workers. Abraham Maslow (1908 1970) was a psychologist and he is tribute to motivation and management thinking was through the Hierarchy of Needs He suggests that we all have different needs but some needs are fairly central to us. The top of hierarchy of needs is Self Actualization and this means that the ability is to fulfill ones potential. The second place would be Self esteem Self respect and the third place is social needs (belonging). The fourth one in the hierarchy is Safety and Security (secure job) and the last one is Physiological (food water, shelter, etc) Maslow believed that as you began to satisfy one set of needs you would start to have higher needs and satisfying that level of need became your motivator. All the needs are structured into a hierarchy and once a lower level of need has been fully met, a worker would be motivated by the opportunity of having the next need up in the hierarchy to be satisfied. A business should therefore offer different incentives to workers in order to help them fulfill each need in turn and progressing up the hierarchy. Managers should also recognize that workers are not all motivated in the same way and does not all move up the hierarchy at the same time. They may therefore have to offer a slightly different set of rewards from worker to worker. Frederick Herzberg (1923-2000) argued that there were certain factors that a business could introduce which would directly motivate employees to work harder (Motivators). However there were also factors that would de-motivate an employee if not present but would not in themselves actually motivate employees to work harder (Hygiene factors). Motivators factor includes sense of achievement, recognition, responsibility and intrinsic rewards. Besides, Hygiene factor includes the company policy, supervision and working conditions. Therefore, motivators are to do with the job and Hygiene factors surround the job. Herzberg has also come up with a policy called job enrichment which making the job better, allowing workers to use their skills and abilities and also to plan and make decisions over their work. Job enrichment also included bringing variety into jobs through job rotation and job enlargement. Those that are critical of Herzberg felt it was just a way of making people do more in the cooperation. Tesco was voted Employer of the Year because its solutions were seen to be more holistic. To assure that they have this and keep maintain it, Tesco have invested  £12m this year in all training schemes which are pure Herzberg motivators. For example: They have open more lines of communication between managers and staff and a scheme whereby directors and senior managers spend a week on the shop floor listening ideas and suggestions from customers and staff. When goals are eventually accomplished or milestones are reached, many people like to be able to get a reward or benefit. Some goals create by personal satisfaction upon completion naturally such as learning, growth, and self-esteem. Additional rewards such as salary increases, bonuses, and celebrations are also good reminders that individual are delighted of what they are doing. Rewards work so well as the motivating tools that worker will goes out their way to make sure they use it and develop these kinds of things that they are rewarded. The work atmosphere in general has a lot to do with employee motivation. Typically managers that treat employees in a friendly manner are adopting to get more of a positive comment. You want to work at a company with individuals that enjoy their work and like their surroundings. Employees will compare themselves to others to make sure they are being treated in a way that they perceive as fair. If an employee thinks that they are not being treated fairly, they will have a lack of motivation to work hard. Everyone likes to have a little independence and to be useful while they are working. Certain control is always needed, but flexibility is appreciated. Employees and coworkers are also happy when they feel like they are fit it in a group and are able to be themselves. This would goes back to the basis needs that human strive to fulfill. Leadership In order to be a leader, it is important to understand what motivates the employees around you. It is necessary to discover the fundamental needs that employees, coworkers, and bosses have. All people have a need for a basic income and necessities. Additionally, they need a deep social connection and friendships. People want to fit in somewhere and feel as if they belong. Another large category of human need is the need for growth and challenges. A worker would get attract to a job by high salary and may find their job dissatisfying if they are unable to have friendships and connect with other people at work. It is much easier to lead and motivate if you understand what peoples undeniable needs are. Autocratic leadership style is the one in which the manager retains as much power and decision-making authority as possible. Employees are expected to obey orders without receiving any explanations. This motivation environment is produced by creating a structured set of rewards and punishments. This leadership style has been greatly criticized during the past 30 years. Some studies stated that organizations with many autocratic leaders would have higher turnover and absenteeism than other organizations. Autocratic leaders always rely on the threats and punishment to influence employee, they do not trust employee and not allowing them to make their own decision. Yet, autocratic leadership is not all bad. Sometimes it is the most effective style to use when there is an effective supervision can be provided only through detailed orders and instructions, only limited time in which to make a decision, and the area was poorly managed. The autocratic leadership style should not be used when employees expect to have their opinions heard and when there is low employee morale, high turnover and absenteeism and work stoppage. The democratic leadership style is to encourage employees to be a part of the decision making. The democratic manager keeps his or her employees informed about everything that would influence their work and shares decision making and problem solving responsibilities. This style requires the manager to be a leader who has the final decision, but will gathers information from staff members before making the decision. Democratic leadership can always produce high quality and high quantity work for long periods of time. Many employees like the trust that they receive and respond with cooperation, team spirit, and high morale. To be a democratic leader, it needs to have a develop plans to help employees evaluate their own performance, allow employees to establish goals and encourages employees to grow on the job and be promoted. However, democratic style is not always suitable to all organization. In order to have the most effective is when used with highly skilled or experienced employees or when implementing operational changes or resolving individual or group problems. This leadership style could be used when the leader wants employees to share their decision-making and problem-solving duties. Also, the leader might wants to provide some opportunities for employees to develop a high sense of personal growth and job satisfaction which would increase their morale at work. Yet democratic leadership should not be used when there is not enough time to get everyones input and sometimes it is easier and cost-effective for the manager to make the final decision. The laissez-faire leadership style is also known as the hands-off ¨ style. It is the one in which the manager provides little or no direction and gives employees as much freedom as possible. All authority or power is given to the workers and they must make decisions, determine goals, and resolve problems on their own. This is an effective style to use when employees have self-esteem in their work and it leads to a successfully done on their own. Furthermore, this leadership style should not be used when the manager cannot provide constant feedback to let employees know how successful they have done and also should not be used when the manager does not understand his or her responsibilities and is hoping the employees can cover for him or her. Bureaucratic leadership is where the manager manages by the book ¨ everything must be done according to procedure or policy. If it isnt covered by the book, the manager refers to the next level above him or her. This manager is more of a police officer than an employees leader. He or she executes the rules. This style will only be the most effective when employees need to understand certain policy or procedures, and when they are working with dangerous or fragile equipment that requires a definite set of procedures in order to get it operate. However, it is possibly to have a negative effect when employees lose their interest in their jobs and employees do only what is expected of them and no more after they done the duty. Being a staff member for Tesco is not about just getting good wages but offering great opportunities to retain the employees motivate. Tesco give free shares to everyone whos worked with the company for one year and these Tesco shares are held in trust for five years, and after that you can take them. Development programs specifically designed to help employees to gain the experience and skills that they need to move on to the next Tesco challenge. It aims to develop a combination of leadership, and operating skills through the job experiences and a clear process that is designed to provide clear comments. Motivation and leadership Leadership and motivational qualities are excellent to have not only amid management in a business, but among employees as well. Many individuals tend to have a propensity to be leaders, while some learn successful leadership behaviors and go on to be effective leaders. Leading is the ability to influence others in a group. Being a good leader, it got to takes a good understanding of what motivates others. Leaders want to influence things to continue or create some changes. Either way it will takes a person with certain skills to do the work. In my opinion, it is extremely important for a leader to recognize and understand the motivational process.   This process is what inspires followers into desired actions.   Without motivation followers would presumably not act and they would have no reason to act.   Maslow in Kolb, Osland, Rubin Book (2001) discusses several common motivating factors.   Some people are motivated by achievement and some by a need for power.   If a follower is motivated by achievement needs such as the need for endorsement, then rewarding this follower with power might not be very effective.  Maslow in Ott (1996) discusses that mans requirements is to meet needs in a hierarchical order.   Physiological needs are first, then safety needs, followed by ego needs, growth needs and, finally by self actualization needs.   Therefore, individual motivation comes from a wide variety of factors.   If the leader does not recognize the motivational needs of followers, the leader may be ineffect ive.  Ã‚   An overly controlling style de-motivates and could results in poor delivery. Although intended to boost the performance level, but this style is perceived as lacking trust. Eventually individuals will lose their motivation to make decisions at one point, which leaders see as proof of poor performance and so the cycle is reinforced. Alternatively, leaders can treat individuals as good performers and use a more motivational style allowing greater deliberation. Praising outputs, asking opinions and giving interesting assignments, for example, in turn reinforce a motivational cycle. People are motivated when they feel they are at the centre of things rather than outside and so leaders are told to be participative, not directive. As a rule, experienced team members need less direction and in our energetic, networked organizations, and individuals must be self-manageable. The aim of this is to motivate people to become self-directing business participants. Conclusion Both leadership styles have their advantages and disadvantages for the organization as a whole. On one hand, democratic decisions may benefit the work morale of team members and have a positive effect on the climate within a hierarchical organization. On the other hand, democratic decisions may result in ignoring more efficient but less socially accepted options and have a negative influence on the team results. Sometimes autocratic decisions may undermine work morale. However, by making an unpopular decision, leaders might be able to reach team goals in the most efficient way which benefits both leaders themselves as well as their subordinates. In our experiment, we find that autocratic and democratic decisions appear to be equally profitable for both teams as a whole. Nevertheless, while leaders receive essentially the same payoff from autocratic and democratic decisions, ordinary players earn much more money from democratic style rather than from autocratic leadership decisions. Increasingly however, development programs and leadership training courses are putting motivation centre-stage. We are all motivated by the people surround us and motivation is increasingly important in these uncertain times to help people perform at their maximum level. Motivation theories, considered old hat by many leaders, have been around for more than 40 years. Recently these theories have slid off the leadership agenda through the belief that people should be totally self-motivating. Furthermore, the ability to increase peoples motivation is not always used in the right way. Leadership should not be based on lies, trickery, or manipulation. When leading other individuals it is important that they are all getting a benefit out of their own actions and it is very important to be honest and treating others well at all times.

Educating Prisoners - An Unnecessary Effort Essay -- Education Prison

Educating Prisoners – An Unnecessary Effort   Ã‚  Ã‚  Ã‚  Ã‚  Crime knows no bound, no race, no social status, no gender. In prisons, all criminals are criminals, whether they have committed felony, rape or assault. White-collar crimes are the same as any other crime. Still, most inmates are from the middle class and lower class of our society. However, committing crime, and what kind of crime, is still the choice of the person, whether he has attained a formal education, a higher degree of learning or not. Still the fact remains that the scope of understanding and the extent of knowledge of white-collar crimes, being more complicated by systems and networks, require some kind of formal education, if not an extensive one. This does not mean that educated people only commit white-collar crimes. It only proves education does not mean absence of criminal behavior. This is used to point out the argument that educating prisoners makes them smarter criminals. As they learn new ideas, concepts and theories, and how to apply their learning, educated prisoners can become intelligent criminals. Many victim rights groups view educating criminals as ignoring the victims. Security should be the top priority in correctional institutions. Education is a key to productivity, a key to a more prosperous life. Applying education in crime results in the disruption of the society. And educating prisoners does not mean productivity and a more prosperous life for them because they remain behind bars. Germanotta (110-112) presented phases that a prisoner student passes through. The first phase is the acceptance of prison education as any other jail program like the maintenance of the institution and the recreation program. Inmates may consider prison education as an addition to their recreation program or just a break from the stressful confines of the prison cell. Anyhow, the reasons don’t coincide with the purpose of education, everything is entirely for their own practical and personal reasons not in connection with the function of education. The next phase is the realization of the purpose of education, of learning. This disengages themselves from thoughts of their alienation and they discover social formations and social reality. The prisoner student, thus, begins to have a transformation of point of views and opinions, of himself. He learns and he inspires himself to learn more. ... ...rtainty and reluctance, the professors teaching in the jail institution keep up prison education. They see correctional education as â€Å"vital in reducing the human suffering that breeds crime† (LoPinto). Advocates of prison education also defends this by saying education improves the self-concept of the inmate, thus, producing a productive person whether he is inside bars or not. Mogan justifies that prison education provides the prisoner relevant skills that would help him get back on his feet when he is released from the prison. He argues that educated inmates, when released, are â€Å"more apt to earn incomes above the poverty level† (Mogan) and they become more industrious and free of laziness and hatred. Works Cited Germanotta, Dante. â€Å"Prison Education: A Contextual Analysis.† Davidson 103-121. Thomas, Jim. â€Å"The Ironies of Prison Education.† Davidson 25-48. Davidson, Howard ed. Schooling in a â€Å"Total Institution:† Critical Perspectives on Prison Education. Ed. Howard Davidson. USA: Bergin & Garvey, 1995. Mogan, Rick. â€Å"In Defense of Prison Education.† The Touchstone. Vol.X, No.4 (2000). LoPinto, Bernard. â€Å"Prison Education.† About. 2005. Primedia Co. March 17, 2005

Nursing in preventing hospital Essay

The aim of this essay is to ascertain what hospital acquired infection entails, the detrimental effects it causes and to highlight the active role nurses can take in the prevention of this type of infection. Hospital acquired (or nosocomial) infection is: ‘one that originated in the hospital environment; i.e. was not present or incubating on admission and which appeared 48h or more after admission’ (Azzam et al. 2001). Infection is caused by pathogenic organisms which invade the hosts immunological defence mechanism; this can be through wounds left by invasive procedures whereby the host’s natural body defences have been bypassed. It is the nurses’ responsibility to know the factors that can increase patients’ susceptibility to infection (i.e. age, underlying disease, drug therapy, or if they are undergoing surgery), this enables nurses to be able to assess which patients are most at risk so that they can develop a care plan and therefore they will know what extra, if any, precautions to take and protocols to follow. Sproat and Inglis (1992) cited by Mallett et al. (2000, p, 40) suggest that the assessment of a patient’s risk of infection to others, in nursing care plans, before the commencement of any procedure is a fundamental principle of infection control. The Bowell-Webster risk assessment guide for identifying patients at risk of infection (1990) cited in Alexander et al. (2000, p, 595) can be used to decide which protocols to follow. Steed (1999) states that not all nosocomial infections relate directly to the patients’ underlying disease but that many are caused by the actions of healthcare workers. Therefore great care must be taken by healthcare workers, especially nurses, who are directly involved in the care of patients. In this essay I am going to discuss the procedures followed by nurses to eradicate, if at all possible, cross infection. There are two ways of acquiring an infection in hospital: Cross (or exogenous) infection is when the infection has been spread from other people, either patients, visitors, hospital staff or even food and the surrounding environment; whereas self (or endogenous) infection is when the  infection is caused by microbes carried by the patient on their body, usually from septic areas. Compliance with universal precautions should be rigorous as to avoid spread of infection. For example, failure to change gloves between interactions with different patients can lead to the spread of disease (Piro et al. 2001). Ayliffe et al. (1992) contended that the regularity of infection in hospitals, caused by multiple types of bacteria, could increase to epidemic amounts if aseptic and hygienic measures in the hospital collapsed. According to the Healthcare-associated Infection surveillance Centre (2000) approximately 30% of nosocomial infections are due to urinary tract infections, another 30% are due to bloodstream infections, 20% due to surgical site infections and 20% due to pneumonia. These infections tend to occur during invasive procedures or when the body is very susceptible due to illness. The NHSSB infection control manual (1996) states that the inter-hospital transportation of infected patients is the main means of spreading infection and in extreme circumstances of spreading an epidemic strain. The spread of infection in hospitals between patients, or between patients and staff, cannot be entirely eradicated but it can be reduced, especially by nurses using methods I will discuss later. Evidence supporting the importance of infection control can be seen in a study by Worsley (1993) cited in Mallett et al. (2000, p,47) who found that in 1991 out of 175 patients who had developed nosocomial Clostridium difficile diarrhoea, 17 died and the organism was a contributing factor in a further 43 deaths. The cost of managing this outbreak was at least  £75000. Also in a study conducted by Plowman et al. (2001) they concluded that approximately 10% of patients will get infected during a stay in hospital and that this can lead to costs of up to one billion pounds per year in the U.K alone. These pieces of evidence and others (Chaudhuri, 1993) demonstrate the prevalence of nosocomial infection, the dire effects of it and also the extreme financial losses it incurs. Hospital acquired infection has many different consequences, it can: Delay or prevent recovery; Cause increased pain, discomfort and anxiety; Increase the patients stay in hospital which has financial losses due to drugs bills and extra staffing costs; Cause psychological stress as a result of long periods spent in isolation (Knowles, 1993, cited by Mallett et al. 2000, p, 47); it is demoralising for both staff, patients and their families which can lead to decreased public confidence in hospitals and doctors. Mc Millan Jackson (1999) insists that infection prevention and control is essential in healthcare settings to reduce the risks of morbidity and mortality in patients and healthcare workers. Nurses share responsibility with other healthcare professionals to reduce the risk of infection in patients. Patients have a right to be protected from preventable infection and nurses have a duty to safeguard the well-being of their patients (King, 1998, cited by Mallett et al. 2000, p, 39). The Nursing and Midwifery Council (NMC) Code of Professional Conduct (2002) outlines the nurses’ professional code, and also has implications for the role of the nurse in infection control, requiring them to protect patients and fellow healthcare workers from risks such as cross-infection. Clause 1 of the code informs nurses that, ‘You have a duty of care to your patients and clients, who are entitled to receive safe and competent care’. To fulfil these criteria, nurses must ensure that care is taken to ensure that dangerous or potentially harmful substances (e.g. drugs) or articles are handled and stored safely and that all equipment and appliances are properly maintained. Nurses are role models to the people with whom they come into contact, whether it is patients, visitors, students, or any healthcare workers. Therefore they should insist on compliance with basic procedures and practices as part of their job. They must assume responsibility for these practices as they are also held accountable under the NMC code of conduct and so should be at the forefront of efforts to prevent and control infections. Many infections are acquired through the patient’s own lack of knowledge of the effectiveness of simple procedure, such as hand washing, therefore the nurse has role to fulfil in providing education for patients and their families to give them a greater understanding of the importance of the need for thorough compliance of these procedures. ‘Standard precautions are designed to define a high standard of routine care that will be effective in reducing the transmission of potential pathogens between patients/ clients whilst protecting staff from pathogens carried by patients/ clients’ (NHSSB, infection control policy, 1996). General principles of infection control which all nurses must adhere to according to the Royal College of Nursing (1995) are, to: Wash hands before and after general patient care; Cover all cuts and abrasions with impermeable dressings; Use disposable gloves and aprons where necessary; Clean up spills and body fluids immediately according to local guidelines; Use and dispose of sharps safely, do not resheath needles; Dispose of clinical waste according to local guidelines; Handle and transport specimens safely by following local guidelines; Handle soiled linen according to guidelines; Use disinfection and sterilisation procedures following guidelines. Healthcare professionals need to have basic knowledge about the steps in the chain of infection to be able to determine how to control infection itself. These are: the causative agent; the reservoir; the portal of exit from reservoir; the mode of transmission from reservoir to susceptible host; the portal of entry into susceptible host; and the susceptible host. The main ways to interrupt the transmission of infection between humans and therefore break this chain is through the mode of transmission, this is achieved by: hand washing; aseptic technique; sterilisation and disinfection; and isolation procedures. Overviews of epidemiological evidence (Gould, 1991, Sharir, 2001) have shown that hand washing techniques are often inadequate and infrequent, and that the quality of hand washing is more important than the quantity (Van der  Broek et al. 2001). These conclude that hand medicated transmission is a major contributing factor in the current infection threats to hospital patients. According to RCN guidelines (1995) hands should be washed: before and after any duty which involves close contact with a patient; before and after aseptic technique or invasive procedures; after contact with body secretions/ excretions; after handling contaminated laundry or equipment; after removal of gloves, masks and aprons; before administration of food, drink and drugs; and at the end of a span of duty. Precautions adopted to destroy pathogens, prevent the spread of infection and to protect patients against infection during their stay in hospital, include the use of barrier nursing and the aseptic technique. These are adopted to increase the patient’s resistance to infection, to eradicate the sources or potential sources of infection and to minimise, or if possible stop, the means of bacterial transfer to the uninfected patient. The idea of barrier nursing is to keep an infectious patient, and materials they have been in contact with, apart from vulnerable others. This can be achieved by isolating the patient in a single room or by isolating a number of infectious patients in a purpose built ward. Another method used is to isolate patients whose immune systems are severely depressed thereby protecting them from harmful organisms. This is usually referred to as reverse barrier nursing. Aseptic technique is the use of sterile equipment and fluids, when carrying out any invasive procedure that breaches the body’s normal anatomical defences, to prevent contamination of wounds and other vulnerable sites by pathogens in the operating theatre, the ward, and other treatment areas. These procedures can only be effective if the healthcare professional, i.e. nurses who are in contact with the patients adhere to the general policies relating to the care of patients, especially infectious ones, such as hand washing and protection of personal clothing. It is my personal responsibility as a student nurse to ensure that I am fully immunised against common diseases, and diseases I may be in contact with in the  healthcare setting, if there is a vaccine available. If I feel that I am ill and suspect that my illness may put patients at risk of infection, it is my duty to inform the necessary people and to stay off work. It is also my duty to remove any jewellery (with the exception of a wedding ring) before work, to keep my nails short and clean, and to keep my hair (if long) tied back. Recent studies have proven the importance of wearing a clean uniform each day to work, and that you should ensure that your uniform is laundered at as high a temperature as the garment allows (Perry et al. 2001). During my clinical placement I had to adopt barrier nursing techniques due to a patient on my ward having Methicillin Resistant Staphylococcus Aureus (MRSA). I was therefore required to adhere to more thorough precautions when dealing with this particular patient. Source isolation was partially used to deal with this patient as I was working in an open mental health ward, therefore the patient could only be segregated to a certain degree. The nursing staff then needed to be aware of this patient’s movement so that we were effectively able to disinfect the areas she came into contact with as detailed in the local procedure we used. During meal times this patient had her meal brought into the ward to her on a tray, once she was finished I had to follow the local procedure by washing my hands with chlorhexidine gluconate 4% before donning gloves, I then had to place her used tray in an alginate polythene bag (which dissolves in the dishwasher), where it would then have been brought to the kitchens to be cleaned separately and at a higher temperature from the usual dishes. Next I had to change my gloves and then disinfect the table and chair, at which the patient had been sitting, with Haz tab solution, then rinse the area with fresh water and let air dry. Finally I remove and dispose of my gloves appropriately and wash my hands, with chlorhexidine in 70% Isopropyl alcohol solution, and dry with paper towels. In this way staff and the other patients are protected from contamination. As I have shown many hospital acquired infections can be easily prevented by the compliance of simple procedures, thereby reducing the extra costs hospital trusts and governments have had to pay, and most importantly reducing the ill effects caused to patients and their families. Not all  hospital acquired infection can be prevented, but with nurses and other healthcare workers working together in the constant assessment and evaluation of all techniques utilised, so that they remain consistent and be improved if necessary, there is no reason why they cannot be severely reduced. In conclusion it is clear to see that it is the nurse who has the primary role in implementing procedures used for the control and prevention of infection, with the intension to curb its spread and thereby ensuring that all patients are able to be cared for in a safe environment, as is their right. REFERENCES Alexander, M.F., Fawcett, J.N. and Runciman, P.J. (editors) (2nd edition) (2000) Nursing practice: Hospital and Home – The adult. Edinburugh: Churchill Livingstone. Ayliffe, G.A.J., Lowbury, E.J.L., Geddes, A.M., Williams, J.D. (editors) (3rd edition) (1992) Control of Hospital Infection, A practical handbook. London: Chapman and Hall Medical Azzam, R. and Dramaix, M. (2001) A one-day prevalence survey of hospital- acquired infections in Lebanon. Journal of Hospital Infection, 49: 74-78. Chaudhuri, A.K. (1993) Infection control in hospitals: has its quality enhancing and cost effective role been appreciated? Journal of Hospital Infection, 25: 1-6. Gould, D. (1991) Nurses’ hands as vectors of hospital-acquired infection: a review. Journal of Advanced Nursing, 16: 1216-1225. Symth, E.T.M. (director) Healthcare- associated Infection Surveillance Centre (2000). Mallett, J. and Dougherty, L. (editors) (5th edition) (2000) The Royal Marsden Hospital: Manual of Clinical Nursing Procedures. Oxon: Blackwell Science. Mc Millan Jackson, M. Nursing Clinics of north America: Contemporary Infection Control for Nurses. The healthcare marketplace in the next millennium and nurses’ roles in infection prevention and control. Vol 34, number 2, June 1999. Northern Health and Social Services Board, (1996) infection control manual. Nursing and Midwifery Council, Code of Professional Conduct, (2002). London: NMC. Perry, C., Marshall, R. and Jones, E. (2001) Bacterial contamination of uniforms. Journal of Hospital infection, 48: 238- 241. Piro, S., Sammud, M., Badi, S. and Al Ssabi, L. (2001) Hospital acquired malaria transmitted by contaminated gloves. Journal of Hospital Infection, 47: 156-158. Plowman, R., Graves, N., Griffin, M.A.S., Roberts, J.A., Swan, A.V., Cookson, B. and Taylor, L. (2001) The rate and cost of hospital-acquired infections occurring in patients admitted to selected specialties of a district general hospital in England and the national burden imposed. Journal of Hospital infection, 47: 198- 209. Royal College of Nursing: Guidelines on Infection Control, for nurses in general practice. (1995) London: RCN. Sharir, R., Teitler, N., Lavi, I. and Raz, R. (2001) High-level handwashing compliance in a community teaching hospital: a challenge that can be met! Journal of Hospital infection, 49: 55- 58. Steed, C.J. Nursing Clinics of North America: Contemporary Infection Control for Nurses. Common infections acquired in the hospital, the nurses role in Prevention. Vol 34, Number 2, June 1999. Van der Broek, P.J., Verbakel-Salomons, E.M.A. and Bernords, A.T. (2001) Handwashing quality not quantity. Journal of Hospital Infection, 49: 297.

Short Story - 1444 Words

When someone knocked on her door later that week, Charlie was wondering just what the hell she had gotten herself into. Hannah was teething, or at least that was what the older woman who had stopped by yesterday on Franks behalf had said. All Charlie knew was that it had turned the little girl into a non stop whining machine. Throw a sick, clingy Brody into the mix and Charlie was about to lose her mind. With a growl, Charlie got up from the table where she was trying to coax Brody to eat some soup, and marched across the house. â€Å"What!† she barked, throwing open the front door. Mouth hanging open at her appearance, Bass stumbled backwards as Charlie threw herself at him. Stunned, he slowly wrapped his arms around her as she began to†¦show more content†¦Looking back at Charlie, Bass shook his head. She really did look like she hadn’t slept in a week. Her hair had been pulled away from her face but still managed to stick out in every direction, and her shirt was covered in various dried substances. â€Å"Go get cleaned up,† he told her, putting his hands on his hips. â€Å"Why?† Charlie asked, lifting her head to look at him. â€Å"Because I said so,† he replied. â€Å"It’ll do all of you good to get out of this house for a few hours.† â€Å"But, Brody-† â€Å"Has a summer cold and it’s not going to hurt him to get some fresh air, now go,† he ordered sternly, pointing his finger in the direction of what he assumed were the bedrooms. Shoulders slumped, Charlie looked between Bass and the kids. â€Å"Fine,† she finally agreed, throwing in the towel. She needed help and while Bass Monroe was the last person she would have sought that help from she wasn’t stupid enough to turn him away. Watching her shuffle off to one of the rooms, Bass turned his attention to the kids. â€Å"Hey, Brody, I’m Bass.† â€Å"Thats a funny name,† the boy giggled, his nose clearly stopped up. â€Å"Yeah it is,† Bass responded with a smile. â€Å"What do you say we go to the park, would you like that? â€Å" Eyes round with excitement, Brody nodded. â€Å"Okay great. Can you get yourself dressed?† The little boy nodded eagerly, hopping down from the chair and running to his room. â€Å"Alright, little miss,† Bass said, turning towardsShow MoreRelatedshort story1018 Words   |  5 Pagesï » ¿Short Stories:  Ã‚  Characteristics †¢Short  - Can usually be read in one sitting. †¢Concise:  Ã‚  Information offered in the story is relevant to the tale being told.  Ã‚  This is unlike a novel, where the story can diverge from the main plot †¢Usually tries to leave behind a  single impression  or effect.  Ã‚  Usually, though not always built around one character, place, idea, or act. †¢Because they are concise, writers depend on the reader bringing  personal experiences  and  prior knowledge  to the story. Four MajorRead MoreThe Short Stories Ideas For Writing A Short Story Essay1097 Words   |  5 Pageswriting a short story. Many a time, writers run out of these short story ideas upon exhausting their sources of short story ideas. 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