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Kandyce Harper
The main objective of the study is to analyze the psychometric properties and predictive capacity on academic performance in university contexts of a Spanish adaptation of the Time Management Behavior Questionnaire. The scale was applied to 462 students newly admitted at the Universitat de València in the 2006-2007 school year. The analyses performed made it possible to reproduce the factorial structure of the original version of the questionnaire with slight modifications in the ascription of various items. The underlying factorial structure includes four interrelated dimensions (Establishing objectives and priorities, Time management tools, Perception of time control and Preference for disorganization), which present satisfactory levels of reliability and an adequate convergent validity with the Time management subscale of the Motivated Strategies for Learning Questionnaire. The scores on the dimensions of time management show significant levels of association with academic performance in the first year of university studies, especially highlighting the predictive capacity of the subscale dealing with the Establishment of objectives and priorities. These results show the reliability and validity of this adaptation of the scale for evaluating how the students manage their academic time, and predicting their performance in the year they initiate the degree program, thus aiding in the development of intervention proposals directed towards improving these skills.
This decision making matrix enables you to focus on the tasks that matter the most. However, by applying this prioritizing approach, you are basically just re-ordering your tasks (i.e. taking the same amount of time to complete these tasks, just in different order), leaving no time available for additional activities.
In recent period I have provided consultancy services in public speaking and time management to several CEOs and managers from the companies with various portfolios, ranging from energy and mining to services and agriculture. During these sessions, we have developed a few practices and tested them together, which enabled us to identify which had the highest effects and were the most helpful. Some of them are described below.
I just think it would be so cool to manage my time like the way YNAB manages money.. Sometimes I notice I get pulled more to the urgent task and instead of the important ones.. So the idea that I budget time and shift from one category to the other is really attractive to me.
Background: Persons with impaired time management skills are often in need of occupational therapy. Valid and reliable instruments to assess time management and organizational skills are needed for the evaluation of intervention. The purpose of this study was to evaluate the psychometric properties of a Swedish version of the Assessment of Time Management Skills (ATMS-S) for persons with and without impaired time management skills.
Method: A total of 238 persons participated in the study, of whom 94 had self-reported impaired time management skills due to mental disorders such as schizophrenic spectrum or neurodevelopmental disorders such as attention deficit/hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and mild intellectual disabilities, and 144 persons had no reported impaired time management skills. Rasch analysis was used to analyze data.
Results: Three subscales were detected: the time management subscale with 11 items, the organization & planning subscale with 11 items, and the subscale of regulation of emotions with 5 items, with excellent to acceptable psychometric properties. The conclusions were that: ATMS-S is a valid instrument for self-rating of time management, organization & planning and for the regulation of emotions. ATMS-S can be useful for persons with mental disorders including mild neurodevelopmental disorders.
Despite the presence of numerous generic time management instruments, relatively few research articles have assessed the validity and reliability of time management skills specific for the nursing profession. This study aimed at developing and validating a time management scale for nurses.
Time management is the process of organizing activities in chronological order with the aim of completing them in the most efficient way possible [1]. Efficiency means conducting the activities with the best quality and least costs. For people to efficiently manage their time, they should possess or develop certain skills such as planning, identifying priorities, becoming aware of the goals, objectives, creating an organized environment, and utilizing technologies that can automate or speed up activities.
Several time management instruments are available. The Assessment of Time Management Skills (ATMS) is a self-rated 30-item scale assessing organization, planning, and emotion regulation skills among people with executive functions deficiencies such as mental disorders. This scale was also found to be usable for the general population as well [1, 3]. The Time Organization and Participation Scale (TOPS) estimates time allocated to daily activities and time planning domains of time management [4]. The Zimbardo Time Perspective Inventory (ZTPI) assesses feelings related to different time perspectives [5]. The Time Management Behavior Scale (TMBS) comprises three subscales: (a) setting goals and priorities, (b) mechanics of time management, and (c) preference for organization among college students [6].
A recently published article [13] reported lower nurse per 1000 people in Palestine compared to Israel and the Arab World and lower than the minimum WHO recommended 3 nurses per 1000 people [14], Table 1. This shortage of nurses highlights the importance of developing their time management skills to serve patients in the best way possible within the available resources.
The questionnaire was developed based on an extensive review of the literature and previous time management questionnaires [2, 6, 7]. A total of 30 questions were included in the initial scale to measure various aspects of time management including goal setting, planning, scheduling, and organizing activities. Response categories were on a 5-point scale: 1) never 2) infrequently 3) Sometimes 4) frequently 5) always. The questionnaire also included demographic variables such as age, sex, experience, and previous attending a time management course.
Face and content validity were assessed through consulting with 10 experts in the fields of nursing and time management. The experts were informed about the aim of the study and the construct the scale is intended to measure. The experts were then asked to provide feedback on whether the items were clear and appear to be measuring what they are supposed to measure (face validity). The experts were also asked to provide feedback on whether the items were relevant to and represented the content domains of the intended construct. The author analyzed the feedback and revised the wording and number of items accordingly. The resulting questionnaire was tested on a pilot group of 5 staff nurses.
Background characteristics of the participants are shown in Table 2. About 65.2% of the nurses were females and 34.8 males. The majority were above 35 years of age (43.9%) and held a bachelor degree (57.3%). Almost 72.6% worked in hospitals and 27.4% in outpatient clinics. Most worked in government institutions (75.1%) while 24.9% worked in private institutions. The majority of nurses (45.3%) had more than 10 years of job experience but most of them 42.5% had less than 5 years of management experience. Finally, a large percent of the participants (58.0%) attended a time management course.
Exploratory factor analysis was conducted on 30 time management items on the entire sample of 715 participants. This yielded 23.83 participants per item which is above the recommended minimum of 5 participants per item [19]. Factors were extracted using the principal components method based on Eigenvalues above one with Varimax rotation, mean replacement of missing values, and coefficients suppressed below 0.7. No item had missing values more than 5%.
Responses to each item in the scale range from 1 indicating never practicing the time management skill to 5 indicating always practicing the activity. The best overall assessment of time management skills will be indicated with a summative score of all the 17 items. A minimum score of 17 will indicate the lowest time management skills. A score of 85 will be the highest score possible indicating advanced time management skills.
Maintaining a clean and organized space and instruments is critical for starting the planning, scheduling, and goal setting process. After the planning process is complete, the implementation phase commences which requires coordination of nursing activities with other team members. Administering medications, treatments, and procedures need to be well documented and shared with the other health team members to avoid medical errors. This scale assesses this important aspect of time management of coordinating for and organizing for nursing interventions.
This validated scale can be used by healthcare organizations to assess the time management skills of their nursing staff and take actions based on the results to improve the quality of their nursing care. This tool can also be used in assessing the effectiveness of interventions aiming at improving time management capacities of nurses. The scale can also be used for research purposes to examine strategies and factors influencing time management in the nursing profession. It is recommended that this scale be translated to other languages and validated in other contexts and settings.
The NTMS is a valid, reliable, and useful measure to assess and monitor improvements in time management skills among nurses. More research however is needed to examine the psychometric properties of this scale in other languages and contexts.
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