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Leading and Managing in Nursing e Book 6th Edition Ebook PDF
Leading and Managing in Nursing e Book 6th Edition Ebook PDF
Conclusion
The Evidence
Chapter Checklist
Introduction
Types of Technologies
Information Systems
Communication Technology
Informatics
Patient Safety
Conclusion
The Evidence
Chapter Checklist
Introduction
Healthcare Reimbursement
Budgets
Types of Budgets
Conclusion
The Evidence
8
Chapter Checklist
Introduction
Functional Nursing
Team Nursing
Primary Nursing
Critical Pathways
Transitional Care
Conclusion
The Evidence
Chapter Checklist
Introduction
Productivity Models
Scheduling
Conclusion
The Evidence
Chapter Checklist
Introduction
Selecting Staff
9
Developing Staff
Performance Appraisals
Conclusion
The Evidence
Chapter Checklist
Introduction
Strategic Planning
Marketing
Conclusion
The Evidence
Chapter Checklist
Introduction
Conclusion
The Evidence
Chapter Checklist
Introduction
Generational Differences
Communicating Effectively
10
Key Concepts of Teams
Creating Synergy
Interdisciplinary/Interprofessional Teams
Managing Emotions
Reflective Practice
Conclusion
The Evidence
Chapter Checklist
Introduction
Collective Action
Governance
Collective Bargaining
Conclusion
The Evidence
Chapter Checklist
Introduction
Quality Assurance
Risk Management
Clinical Microsystems
Conclusion
The Evidence
11
What New Graduates Say
Chapter Checklist
Introduction
Practice-Based Evidence
Quality Improvement
Diffusion of Innovations
Evaluating Evidence
Organizational Strategies
Conclusion
The Evidence
Chapter Checklist
Interpersonal
Introduction
Relationships
Service
Advocacy
Teaching
Leadership
Conclusion
The Evidence
Chapter Checklist
12
Chapter 23: Conflict: The Cutting Edge of Change
Abstract
Introduction
Types of Conflict
Stages of Conflict
Categories of Conflict
Conclusion
The Evidence
Chapter Checklist
Introduction
Personal/Personnel Problems
Documentation
Progressive Discipline
Termination
Conclusion
The Evidence
Chapter Checklist
Introduction
Making a Difference
Prevention Strategies
Conclusion
The Evidence
13
What New Graduates Say
Chapter Checklist
Introduction
Historical Perspective
Definitions
Importance of Delegating
Charge Nurses
Conclusion
The Evidence
Chapter Checklist
Personal
Introduction
Types of Roles
Leadership
Conclusion
The Evidence
Chapter Checklist
14
Chapter 28: Self-Management: Stress and Time
Abstract
Introduction
Understanding Stress
Management of Stress
Resolution of Stress
Management of Time
Meeting Management
Delegating
Conclusion
The Evidence
Chapter Checklist
Introduction
A Framework
Career Development
Professional Development
Certification
Professional Associations
Conclusion
The Evidence
Chapter Checklist
Future
Introduction
Visioning
15
The Wise Forecast Model©
Shared Vision
Implications
Conclusion
The Evidence
Chapter Checklist
Illustration Credits
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 12
Chapter 14
Chapter 18
Chapter 21
Chapter 22
Chapter 23
Chapter 25
Chapter 26
Chapter 28
Chapter 29
Chapter 30
Glossary
Index
16
Contents
17
Part 1 Core Concepts
Overview
1 Leading, Managing, and Following, 2
2 Safe Care: The Core of Leading and Managing, 23
3 Developing the Role of Leader, 34
4 Developing the Role of Manager, 51
Context
5 Legal and Ethical Issues, 70
6 Making Decisions and Problem Solving, 100
7 Healthcare Organizations, 118
8 Understanding and Designing Organizational Structures, 136
9 Cultural Diversity in Health Care, 153
10 Power, Politics, and Influence, 167
18
Part 2 Managing Resources
11 Caring, Communicating, and Managing with Technology, 186
12 Managing Costs and Budgets, 211
13 Care Delivery Strategies, 232
14 Staffing and Scheduling, 255
15 Selecting, Developing, and Evaluating Staff, 279
19
Part 3 Changing the Status Quo
16 Strategic Planning, Goal-Setting, and Marketing, 291
17 Leading Change, 305
18 Building Teams Through Communication and Partnerships, 321
19 Workforce Engagement and Collective Action, 346
20 Managing Quality and Risk, 361
21 Translating Research into Practice, 383
20
Part 4 Interpersonal and Personal Skills
Interpersonal
22 Consumer Relationships, 409
23 Conflict: The Cutting Edge of Change, 431
24 Managing Personal/Personnel Problems, 450
25 Workplace Violence and Incivility, 464
26 Delegation: An Art of Professional Nursing Practice, 485
Personal
27 Role Transition, 506
28 Self-Management: Stress and Time, 518
29 Managing Your Career, 544
Future
30 Thriving for the Future, 566
21
Copyright
No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or any information storage and
retrieval system, without permission in writing from the publisher. Details on how to seek
permission, further information about the Publisher’s permissions policies and our arrangements
with organizations such as the Copyright Clearance Center and the Copyright Licensing Agency,
can be found at our website: www.elsevier.com/permissions.
This book and the individual contributions contained in it are protected under copyright by the
Publisher (other than as may be noted herein).
Notices
Knowledge and best practice in this field are constantly changing. As new research and experience
broaden our understanding, changes in research methods, professional practices, or medical
treatment may become necessary.
Practitioners and researchers must always rely on their own experience and knowledge in
evaluating and using any information, methods, compounds, or experiments described herein. In
using such information or methods they should be mindful of their own safety and the safety of
others, including parties for whom they have a professional responsibility.
With respect to any drug or pharmaceutical products identified, readers are advised to check the
most current information provided (i) on procedures featured or (ii) by the manufacturer of each
product to be administered, to verify the recommended dose or formula, the method and duration
of administration, and contraindications. It is the responsibility of practitioners, relying on their
own experience and knowledge of their patients, to make diagnoses, to determine dosages and the
best treatment for each individual patient, and to take all appropriate safety precautions.
To the fullest extent of the law, neither the Publisher nor the authors, contributors, or editors,
assume any liability for any injury and/or damage to persons or property as a matter of products
liability, negligence or otherwise, or from any use or operation of any methods, products,
instructions, or ideas contained in the material herein.
22
Library of Congress Cataloging-in-Publication Data
Leading and managing in nursing / [edited by] Patricia S. Yoder-Wise. – Sixth edition.
p. ; cm.
Includes bibliographical references and index.
ISBN 978-0-323-18577-6 (pbk. : alk. paper)
I. Yoder-Wise, Patricia S., 1941- editor of compilation.
[DNLM: 1. Nurse Administrators–organization & administration. 2. Leadership. WY 105]
RT89
362.17'3–dc23
2014001017
23
Dedication
This book is dedicated to the families and friends who supported us as we created it; to the faculty
who are dedicated to producing the nursing service leaders for the ever changing healthcare
services; to the learners who have committed to an exciting career in nursing administration; and
to the nurse leaders who face the incredible issues of health care every day, who do their best in
leading important changes in practice, and who remain committed to the glory of nursing: the care
we deliver to patients.
24
Contributors
Michael R. Bleich, PhD, RN, NEA-BC, FAAN President and Maxine Clark and Bob Fox Dean
and Professor Goldfarb School of Nursing at Barnes-Jewish College St. Louis, Missouri
25
Chapter 5: Legal and Ethical Issues
Debra Hagler, PhD, RN, ACNS-BC, CNE, ANEF, FAAN Clinical Professor, College of Nursing
& Health Innovation, Arizona State University, Phoenix, Arizona
Chapter 29: Managing Your Career
Karen Kelly, EdD, RN, NEA-BC Associate Professor & Director, Continuing Education, Southern
Illinois University Edwards, ville School of Nursing, Edwardsville, Illinois
Chapter 10: Power, Politics, and Influence
Shari Kist, PhD, RN
26
Chapter 13: Care Delivery Strategies
Chapter 14: Staffing and Scheduling
Sylvain Trepanier, DNP, RN, CENP Senior Director, Patient Care Services, Tenet Healthcare
Corporation, Dallas, Texas
Chapter 6: Making Decisions and Problem Solving
Chapter 12: Managing Costs and Budgets
Diane M. Twedell, DNP, RN, CENP Chief Nursing Officer, Southeast Minnesota Region Mayo
Clinic Health System, Austin, Minnesota
Chapter 15: Selecting, Developing, and Evaluating Staff
Chapter 27: Role Transition
Jana Wheeler, RN, MSN, CPN Manager, Clinical Informatics, Children’s Mercy Hospitals &
Clinics, Kansas City, Missouri
Joyce Engel, PhD, RN, BEd, MEd Associate Professor, Department of Nursing Brock University,
St. Catharines, Ontario
27
Reviewers
Peer review is a critical aspect of most publications. Peers tell us what is strong and what is missing.
They direct the content of a publication from their area of knowledge and experience. These
individuals provide insightful comments and suggestions to hone the information presented in a
text or article, and we are indebted to them. The end result of their efforts, as in any peer review
process, is a stronger presentation of information for the readership. We are grateful to the masked
reviewers of this publication. Thank you!
Mary T. Boylston, RN, MSN, EdD, AHN-BC Professor of Nursing, Eastern University, St.
Davids, Pennsylvania
Elizabeth P. Crusse, MS, MA, RN, CNE Clinical Assistant Professor, Towson University,
Department of Nursing, Towson, Maryland
Dee Ernesti, RN, MSN, CENP Instructor, University of Nebraska Medical Center College of
Nursing, Omaha, Nebraska
Mary L. Fisher, PhD, RN Professor of Nursing, Associate Vice Chancellor for Academic Affairs,
Indiana University-Purdue University, Indianapolis, Indianapolis, Indiana
Shirley Garick, PhD, RN Interim Director of Nursing, Professor of Nursing, Texas A&M
University-Texarkana, Texarkana, Texas
Beth Bates Gaul, PhD, RN Professor of Nursing, Grand View University, Des Moines, Iowa
Evalyn J. Gossett, MSN, RN Clinical Assistant Professor, Indiana University Northwest, College
of Health and Human Services, School of Nursing, Gary, Indiana
Judy Gregg, MS, RN Nursing Instructor, Mount Vernon Nazarene University, Mount Vernon,
Ohio
Emma Kientz, MS, APRN-CNS, CNE Assistant Professor, The University of Oklahoma, Tulsa,
Oklahoma
Mary B. Killeen, PhD, RN, NEA-BC Adjunct Associate Professor, Department of Nursing,
University of Michigan-Flint, Flint, Michigan
Dimitra Loukissa, PhD, RN Associate Professor, North Park University, School of Nursing,
Chicago, Illinois
Anne Boulter Lucero, MSN, RN Assistant Director, Nursing Instructor, Cabrillo College, Aptos,
California
Lynn A. Menzel, RN, BSN, MA Case Management, Martin Health System, Stuart, Florida
28
Bettie G. Miller, MSN, MS, BSE, BSN, RN-BC Instructor of Nursing, Eleanor Mann School of
Nursing, PhD (Candidate), Public Policy Program-Policy Studies in Aging, University of Arkansas,
Fayetteville, Arkansas
Juleann H. Miller, PhD, RN Associate Professor, Assistant Director of the Nursing Program, St.
Ambrose University, Davenport, Iowa
Charlotte Silvers, RN, MSN, CPHQ Assistant Professor, Texas Tech University Health Sciences
Center School of Nursing, Lubbock, Texas
Charlotte A. Wisnewski, PhD, RN, CDE, CNE BSN Program Director, University of Texas
Medical Branch School of Nursing at Galveston, Galveston, Texas
Joyce Wright, PhD, RN, CNE, CNL Associate Professor, Coordinator of the RN to BSN Program,
New Jersey City University, Jersey City, New Jersey
Judith Young, DNP, CCRN Clinical Assistant Professor, Indiana University School of Nursing,
Indianapolis, Indiana
29
Acknowledgments
Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN, Texas Tech University Health Sciences Center,
Lubbock, Texas
From the beginning of the precedent setting first edition leadership/management text to this sixth
edition, many people had a part in making this publication possible. Perhaps the group that is often
overlooked is, in a sense, the most important—the graduates who tell me how valuable information
was in this text and how it prepared them for the evolving role of nurses as they take on new roles
and responsibilities in their careers. Thank you for sharing your wisdom with us!
Special acknowledgment goes to the team at Elsevier—the “behind the scenes” people who turn
Word documents into a graphically appealing and colorful presentation. To our content strategist,
Yvonne Alexopoulos; to our content development specialist, Danielle Frazier; and to our project
manager, Tracey Schriefer: THANKS!
To the authors who made this edition possible: thank you for helping the next generation of
nurses be well prepared to enter the profession of nursing and to exercise both leadership and
management in responsible and artistic ways. To the educators who have used this textbook and
provided feedback, we listened and, as with the comments of the reviewers, incorporated
suggestions as needed.
Most of all, for me personally, I have to thank my husband and best friend, Robert Thomas Wise.
He has lived through six editions of this text and knows by now that when the deadlines tighten,
his humor and creativity need to increase. And they do! His willingness to take on more of the
things that might be deemed mutual tasks is a small example of his ongoing support. You are the
best!
As has been true since the beginning of Leading and Managing in Nursing, we who created and
revised this edition learned more about a particular area and the impact of each area on the whole
of leadership and management. Our learning reflects the condition of nursing today: there is no
room for stagnation on any topic. The context in which nurses lead and manage is constantly
changing—so the key to success is to learn continuously. Keep learning, keep caring, and maintain
our passion for nursing and the patients we serve. That message, if nothing else, must be instilled in
our leaders of tomorrow.
Lead on! ¡Adelante!
30
Preface
Leading and managing are two essential expectations of all professional nurses and become
increasingly important throughout one’s career. To lead, manage, and follow successfully, nurses
must possess not only knowledge and skills but also a caring and compassionate attitude.
This book results from our continued strong belief in the need for a text that focuses in a
distinctive way on the nursing leadership and management issues of today and tomorrow. We
continue to find that we are not alone in this belief. This edition incorporates reviewers from both
service and education to be sure that the text conveys important and timely information to users as
they focus on the critical roles of leading, managing, and following. Additionally, we took seriously
the various comments by educators and learners offered as I met them in person or heard from
them by email.
31
Concept and Practice Combined
Innovative in both content and presentation, Leading and Managing in Nursing merges theory,
research, and practical application in key leadership and management areas. Our overriding
concern in this edition remains to create a text that, while well grounded in theory and concept,
presents the content in a way that is real. Wherever possible, we use real-world examples from the
continuum of today’s healthcare settings to illustrate the concepts. Because each chapter contributor
synthesizes the designated focus, you will find no lengthy quotations in these chapters. We have
made every effort to make the content as engaging, inviting, and interesting as possible. Reflecting
our view of the real world of nursing leadership and management today, the following themes
pervade the text:
• Every role within nursing has the basic concern for safe, effective care for the people for whom we
exist—our clients and patients.
• The focus of health care continues to shift from the hospital to the community at a rapid rate.
• Healthcare consumers and the healthcare workforce are increasingly culturally diverse.
• Today virtually every professional nurse leads, manages, and follows, regardless of title or
position.
• Consumer relationships play a central role in the delivery of nursing and health care.
• Communication, collaboration, team-building, and other interpersonal skills form the foundation
of effective nursing leadership and management.
• Change continues at a rapid pace in health care and society in general.
• Change must derive from evidence-based practices wherever possible and from thoughtful
innovation when no or limited evidence exists.
• Healthcare delivery is highly dependent on the effectiveness of nurses across roles and settings.
32
Diversity of Perspectives
Contributors are recruited from diverse settings, roles, and geographic areas, enabling them to offer
a broad perspective on the critical elements of nursing leadership and management roles. To help
bridge the gap often found between nursing education and nursing practice, some contributors
were recruited from academia and others from practice settings. This blend not only contributes to
the richness of this text but also conveys a sense of oneness in nursing. The historical “gap” between
education and service must become a sense of a continuum and not a chasm.
33
Audience
This book is designed for undergraduate learners in nursing leadership and management courses,
including those in BSN-completion courses and second-degree programs. In addition, we know that
nurses in practice, who had not anticipated formal leadership and management roles in their
careers, use this text to capitalize on their own real-life experiences as a way to develop greater
understanding about leading and managing and the important role of following. Numerous
examples and The Challenge/Solution in each chapter provide relevance to the real world of
nursing.
34
Organization
We have organized this text around issues that are key to the success of professional nurses in
today’s constantly changing healthcare environment. So the content flows from the core concepts
(leading, managing, and following; patient safety; and role development as a leader and manager)
to the context in which leading and managing occur (legal considerations, organizational aspects,
culture, and power) to managing resources (technology, costs, staffing, change, building teams,
quality, and applying research) to personal and professional skills (consumer relationships,
conflicts, delegation, personal role transition, self and career management and preparing for the
future).
Because repetition plays a crucial role in how well learners learn and retain new content, some
topics appear in more than one chapter and in more than one section. For example, because
disruptive behavior is so disruptive, it is addressed in several chapters that focus on conflict,
personal/personnel problems, incivility, and self management. Rather than referring learners to
another portion of the text, the key information is provided within the specific chapter, but perhaps
in less depth.
We also made an effort to express a variety of different views on some topics, as is true in the real
world of nursing. This diversity of views in the real world presents a constant challenge to leaders,
managers, and followers, who address the critical tasks of creating positive workplaces so that those
who provide direct care thrive and continuously improve the patient experience.
35
Another random document with
no related content on Scribd:
DANCE ON STILTS AT THE GIRLS’ UNYAGO, NIUCHI
I see increasing reason to believe that the view formed some time
back as to the origin of the Makonde bush is the correct one. I have
no doubt that it is not a natural product, but the result of human
occupation. Those parts of the high country where man—as a very
slight amount of practice enables the eye to perceive at once—has not
yet penetrated with axe and hoe, are still occupied by a splendid
timber forest quite able to sustain a comparison with our mixed
forests in Germany. But wherever man has once built his hut or tilled
his field, this horrible bush springs up. Every phase of this process
may be seen in the course of a couple of hours’ walk along the main
road. From the bush to right or left, one hears the sound of the axe—
not from one spot only, but from several directions at once. A few
steps further on, we can see what is taking place. The brush has been
cut down and piled up in heaps to the height of a yard or more,
between which the trunks of the large trees stand up like the last
pillars of a magnificent ruined building. These, too, present a
melancholy spectacle: the destructive Makonde have ringed them—
cut a broad strip of bark all round to ensure their dying off—and also
piled up pyramids of brush round them. Father and son, mother and
son-in-law, are chopping away perseveringly in the background—too
busy, almost, to look round at the white stranger, who usually excites
so much interest. If you pass by the same place a week later, the piles
of brushwood have disappeared and a thick layer of ashes has taken
the place of the green forest. The large trees stretch their
smouldering trunks and branches in dumb accusation to heaven—if
they have not already fallen and been more or less reduced to ashes,
perhaps only showing as a white stripe on the dark ground.
This work of destruction is carried out by the Makonde alike on the
virgin forest and on the bush which has sprung up on sites already
cultivated and deserted. In the second case they are saved the trouble
of burning the large trees, these being entirely absent in the
secondary bush.
After burning this piece of forest ground and loosening it with the
hoe, the native sows his corn and plants his vegetables. All over the
country, he goes in for bed-culture, which requires, and, in fact,
receives, the most careful attention. Weeds are nowhere tolerated in
the south of German East Africa. The crops may fail on the plains,
where droughts are frequent, but never on the plateau with its
abundant rains and heavy dews. Its fortunate inhabitants even have
the satisfaction of seeing the proud Wayao and Wamakua working
for them as labourers, driven by hunger to serve where they were
accustomed to rule.
But the light, sandy soil is soon exhausted, and would yield no
harvest the second year if cultivated twice running. This fact has
been familiar to the native for ages; consequently he provides in
time, and, while his crop is growing, prepares the next plot with axe
and firebrand. Next year he plants this with his various crops and
lets the first piece lie fallow. For a short time it remains waste and
desolate; then nature steps in to repair the destruction wrought by
man; a thousand new growths spring out of the exhausted soil, and
even the old stumps put forth fresh shoots. Next year the new growth
is up to one’s knees, and in a few years more it is that terrible,
impenetrable bush, which maintains its position till the black
occupier of the land has made the round of all the available sites and
come back to his starting point.
The Makonde are, body and soul, so to speak, one with this bush.
According to my Yao informants, indeed, their name means nothing
else but “bush people.” Their own tradition says that they have been
settled up here for a very long time, but to my surprise they laid great
stress on an original immigration. Their old homes were in the
south-east, near Mikindani and the mouth of the Rovuma, whence
their peaceful forefathers were driven by the continual raids of the
Sakalavas from Madagascar and the warlike Shirazis[47] of the coast,
to take refuge on the almost inaccessible plateau. I have studied
African ethnology for twenty years, but the fact that changes of
population in this apparently quiet and peaceable corner of the earth
could have been occasioned by outside enterprises taking place on
the high seas, was completely new to me. It is, no doubt, however,
correct.
The charming tribal legend of the Makonde—besides informing us
of other interesting matters—explains why they have to live in the
thickest of the bush and a long way from the edge of the plateau,
instead of making their permanent homes beside the purling brooks
and springs of the low country.
“The place where the tribe originated is Mahuta, on the southern
side of the plateau towards the Rovuma, where of old time there was
nothing but thick bush. Out of this bush came a man who never
washed himself or shaved his head, and who ate and drank but little.
He went out and made a human figure from the wood of a tree
growing in the open country, which he took home to his abode in the
bush and there set it upright. In the night this image came to life and
was a woman. The man and woman went down together to the
Rovuma to wash themselves. Here the woman gave birth to a still-
born child. They left that place and passed over the high land into the
valley of the Mbemkuru, where the woman had another child, which
was also born dead. Then they returned to the high bush country of
Mahuta, where the third child was born, which lived and grew up. In
course of time, the couple had many more children, and called
themselves Wamatanda. These were the ancestral stock of the
Makonde, also called Wamakonde,[48] i.e., aborigines. Their
forefather, the man from the bush, gave his children the command to
bury their dead upright, in memory of the mother of their race who
was cut out of wood and awoke to life when standing upright. He also
warned them against settling in the valleys and near large streams,
for sickness and death dwelt there. They were to make it a rule to
have their huts at least an hour’s walk from the nearest watering-
place; then their children would thrive and escape illness.”
The explanation of the name Makonde given by my informants is
somewhat different from that contained in the above legend, which I
extract from a little book (small, but packed with information), by
Pater Adams, entitled Lindi und sein Hinterland. Otherwise, my
results agree exactly with the statements of the legend. Washing?
Hapana—there is no such thing. Why should they do so? As it is, the
supply of water scarcely suffices for cooking and drinking; other
people do not wash, so why should the Makonde distinguish himself
by such needless eccentricity? As for shaving the head, the short,
woolly crop scarcely needs it,[49] so the second ancestral precept is
likewise easy enough to follow. Beyond this, however, there is
nothing ridiculous in the ancestor’s advice. I have obtained from
various local artists a fairly large number of figures carved in wood,
ranging from fifteen to twenty-three inches in height, and
representing women belonging to the great group of the Mavia,
Makonde, and Matambwe tribes. The carving is remarkably well
done and renders the female type with great accuracy, especially the
keloid ornamentation, to be described later on. As to the object and
meaning of their works the sculptors either could or (more probably)
would tell me nothing, and I was forced to content myself with the
scanty information vouchsafed by one man, who said that the figures
were merely intended to represent the nembo—the artificial
deformations of pelele, ear-discs, and keloids. The legend recorded
by Pater Adams places these figures in a new light. They must surely
be more than mere dolls; and we may even venture to assume that
they are—though the majority of present-day Makonde are probably
unaware of the fact—representations of the tribal ancestress.
The references in the legend to the descent from Mahuta to the
Rovuma, and to a journey across the highlands into the Mbekuru
valley, undoubtedly indicate the previous history of the tribe, the
travels of the ancestral pair typifying the migrations of their
descendants. The descent to the neighbouring Rovuma valley, with
its extraordinary fertility and great abundance of game, is intelligible
at a glance—but the crossing of the Lukuledi depression, the ascent
to the Rondo Plateau and the descent to the Mbemkuru, also lie
within the bounds of probability, for all these districts have exactly
the same character as the extreme south. Now, however, comes a
point of especial interest for our bacteriological age. The primitive
Makonde did not enjoy their lives in the marshy river-valleys.
Disease raged among them, and many died. It was only after they
had returned to their original home near Mahuta, that the health
conditions of these people improved. We are very apt to think of the
African as a stupid person whose ignorance of nature is only equalled
by his fear of it, and who looks on all mishaps as caused by evil
spirits and malignant natural powers. It is much more correct to
assume in this case that the people very early learnt to distinguish
districts infested with malaria from those where it is absent.
This knowledge is crystallized in the
ancestral warning against settling in the
valleys and near the great waters, the
dwelling-places of disease and death. At the
same time, for security against the hostile
Mavia south of the Rovuma, it was enacted
that every settlement must be not less than a
certain distance from the southern edge of the
plateau. Such in fact is their mode of life at the
present day. It is not such a bad one, and
certainly they are both safer and more
comfortable than the Makua, the recent
intruders from the south, who have made USUAL METHOD OF
good their footing on the western edge of the CLOSING HUT-DOOR
plateau, extending over a fairly wide belt of
country. Neither Makua nor Makonde show in their dwellings
anything of the size and comeliness of the Yao houses in the plain,
especially at Masasi, Chingulungulu and Zuza’s. Jumbe Chauro, a
Makonde hamlet not far from Newala, on the road to Mahuta, is the
most important settlement of the tribe I have yet seen, and has fairly
spacious huts. But how slovenly is their construction compared with
the palatial residences of the elephant-hunters living in the plain.
The roofs are still more untidy than in the general run of huts during
the dry season, the walls show here and there the scanty beginnings
or the lamentable remains of the mud plastering, and the interior is a
veritable dog-kennel; dirt, dust and disorder everywhere. A few huts
only show any attempt at division into rooms, and this consists
merely of very roughly-made bamboo partitions. In one point alone
have I noticed any indication of progress—in the method of fastening
the door. Houses all over the south are secured in a simple but
ingenious manner. The door consists of a set of stout pieces of wood
or bamboo, tied with bark-string to two cross-pieces, and moving in
two grooves round one of the door-posts, so as to open inwards. If
the owner wishes to leave home, he takes two logs as thick as a man’s
upper arm and about a yard long. One of these is placed obliquely
against the middle of the door from the inside, so as to form an angle
of from 60° to 75° with the ground. He then places the second piece
horizontally across the first, pressing it downward with all his might.
It is kept in place by two strong posts planted in the ground a few
inches inside the door. This fastening is absolutely safe, but of course
cannot be applied to both doors at once, otherwise how could the
owner leave or enter his house? I have not yet succeeded in finding
out how the back door is fastened.