TFN

SR. CAROLINA S.
AGRAVANTE
"The CASAGRA Transformative Model"
About Theorist:

Sr. Carolina S. Agravante,

SPC, PhD, RN
The title of the theory was derived from her name, CArolina S. AGRAvante.
She finished her secondary education at St. Paul Univeristy - Manila (formerly St. Paul
College - Manila) as class salutatorian.
In 1964, she earned her BS Nursing degree in the same school as magna cum laude.
In the same year, she passed the nurse licensure examinations as the board
topnotcher.
From 1967 to 1969, she studied Master’s Degree in Nursing Education at Catholic
University of America as a full-fledged scholar.
 educational background
1964 BSN Degree at St. Paul University as Magna Cum Laude.

Passed the NLE as board top notcher.

Carolina S. Agravante 1964
Top 10 in the Licensure Exam

SPC, PhD, RN
Master’s degree in Nursing Education at Catholic Univesrity of
1967-1969
America as a full-pledged scholar.

Doctoral Degree in Philosophy at University of the Philippines

2002
Manila

2002 CASAGRA Transformative Leadership Theory was published.

 FACTS
Former President of the Associations of Deans of the Philippines Colleges of
Nursing (ADPCN)

Recieved a service award from the Philippine Accreditation Association of Schools,

Carolina S. Agravante Colleges, and Universities (PAASCU) for being one of the acreditors.

SPC, PhD, RN
Master’s degree in Nursing Education at Catholic Univesrity of America as a full-
pledged scholar.

Doctoral DA founding member of the integrated Registered Nurses of the

Philippines.

Served as the President of SPUI

 TFN

THE CASAGRA
TRANSFORMATIVE MODEL
By Sr. Carolina S. Agravante
THE MODEL IS A THREE-FOLD TRANSFORMATION LEADERSHIP
CONCEPT ROLLED INTO ONE, COMPRISING THE FOLLOWING ELEMENTS:

SERVANT-LEADER SELF-MASTERY EXPRESSED IN

SPIRITUALITY A VIBRANT CARE COMPLEX.

SPECIAL EXPERTISE LEVEL IN

THE NURSING FIELD ONE IS
ENGAGED IN.
CASAGRA Transformative
Leadership Theory ABOUT THE THEORY:
The CASAGRA Transformative Leadership Theory
is classified as a Practice Theory based on the
characteristics of a Practice Theory, which are the
following:
THE THEORY IS CLASSIFIED AS A
PRACTICE THEORY PURPOSE
1. Complexity/ Abstractness/ Scope - Focuses on a narrow view . The present day demands in the nursing profession
challenge nursing educators to revisit their basic
of reality, simple and straight forward
responsibility of educating professional nurses who
2. Specifity- Linked to a special population or an identified field of
are responsive to technological, educational ang
practice social changes happening in the philippines society
today.
3. Characteristic of scope - Single, concrete concept that is
operationalized;

4. Characteristic of proposition - Proposition is defined;

5. Testability - Goals or outcomes defined and testable;

6. Source of Development - Derived from practice or deduced

from middle range theory or grand theory
CASAGRA Transformative
Leadership Theory MAIN PROPOSITIONS
CASAGRA Transformative Leadership is a psycho-spiritual model and was an

effective means for faculty to become better teachers and servant-leaders.

Care complex is a structure in the personality of the caregiver that is significantly

related to leadership behavior.

The CASAGRA servant-leadership formula is an effective modality in enhancing

the nursing faculty's servant-leadership behavior.

The vitality of the Care Complex of the nursing faculty is directly related to
leadership behavior.
CASAGRA Transformative
Leadership Theory KEY CONCEPTS
The CASAGRA Transformative Leadership Model has concepts of leadership from

a psycho-spiritual point of view, designed to lead to a radical change from apathy

or indifference to a spiritual person.

Servant-leader formula is the enrichment package prepared as an intervention for

the study which has three parts that parallel the three concepts of the CASAGRA

transformative leadership model, namely:

The care complex primer
A retreat workshop on Servant-leadership
A seminar workshop on Transformative teaching for nursing faculty.
 CASAGRA
TRANSFORMATIVE
LEADERSHIP
MODEL: SERVANT-
LEADER AND THE
NURSING
FACULTY’S
TRANSFORMATIVE
LEADERSHIP
BEHAVIOR
THEORETICAL PARADIGM FOR CASAGRDA
TRANSFORMATIVE LEADSHIP MODEL
The CASAGRA Transformative Leadership Model is derived from the concept of leadership from a psycho-spiritual point of view.
This was formulated to lead to a radical change from apathy or indifference to becoming a spiritual person. Based on the study, the
care complex personality of the nursing faculty is correlated to their leadership behavior.

The framework explains and predicts the continous formation of nursing leadership behavior in nursing faculty that will evemtualy
affect their teaching function.
 Sr. Carolina Agravante's model is a Three-Fold Transformation Leadership Concept comprises of
servant-leadership spirituality, self-mastery (care complex), and special nursing expertise

ASSUMPTIONS (transformative teaching), which are put together to help us mirror the behavior and personality of
the modern professional nurse who will challenge the demands of these critical times in the society
today. The model shows how servant-leadership spirituality, self-mastery (care complex), and
special nursing expertise (transformative teaching) are related and affects the leadership behavior
of the nursing faculty.

THE SERVANT-LEADERSHIP SPIRITUALITY IN THIS PARADIGM IS

PRESCRIBED TO RUN SIDE BY SIDE WITH THE GENERAL COMPONENTS
OF THE TRANSFORMATIVE LEADERSHIP MODEL. THIS FORMULA
CONSISTS OF:
a. a spiritual exercise
b. the resolution of the care complex in the personality of an individual: and
c. a seminar-workshop on transformative teaching.

THE SELF-MASTERY IS EXPRESSED IN CARE COMPLEX VARIABLE

POSSESSED TO A CERTAIN DEGREE BY AN INDIVIDUAL THAT HAVE
BEEN THROUGH FORMAL STUDIES IN A CAREGIVING PROFESSION SUCH
AS NURSING.
ASSUMPTIONS THE SPECIAL-EXPERTISE LEVEL IS THE ENACTMENT OF CARING AND
BEING PROACTIVE IN FACE OF CHALLENGES FOR THE PROFESSION. IT
IS SHOWN IN 5C'S OF TRANSFORMATIONAL LEADERSHIP NAMELY:
CREATIVE, CARING, CRITICAL, CONTEMPLATIVE AND COLLEGIAL
TEACHING OF THE NURSE FACULTY WHO IS DIRECTLY INVOLVED
WITH THE FORMATION OF THE NURSING.

Servant-leadership behavior is the manner of the nursing faculty manifested

through the ability to model the servant-leadership qualities to students. It is an
ability that assists to bring out the best in students, competence in nursing skills,
commitment to the nursing profession and a sense of collegiality with the school,
other health professionals and the local community.

Nursing leadership is a factor that sets the vision for its practitioners to help them
grow. It lays down roles and functions to guide them towards influencing others to
improve the quality of care. Lastly, it influences the direction towards which the
profession should go because it involves a clear vision and goals to achieve.
 METAPARADIGM

Person Nursing

Health ENVIRONMENT
TFN APPLICATON TO NURSING
This theory is suitable for nursing educators, particularly those who are
administrators in the educational setting (Magallanes, 2009). In the
academic discipline, this model of Agravante is a powerful tool in achieving
an organization's vision and mission as it aims to develop a network of
innovative, competent and empowered educators towards excellence and
nation-building.
.
TFN APPLICATON TO NURSING

For nursing faculty, they can apply Agravante's first concept of servant-
leadership by being passionate about their craft. The willingness to share
their acquired knowledge through experiences with their student is one of
the ways. Also, before they impart knowledge to others, they did go
through different workshops regarding new trends in nursing and applying
evidence-based practices through patient simulation.
TFN APPLICATON TO NURSING

For the second concept which is self-mastery, promoting self-discovery by

knowing the strengths and weakness as well as to practice controlling
internal thought processes that will eventually influence emotions, ideas
and behaviors will help the nursing faculty in becoming a better individual
and professional resulting in effective teaching and leadership on his/her
students and staff.
TFN APPLICATON TO NURSING

Lastly, special expertise, professionals should be aware of what area they

are expert at. In the academe, the preceptorship program is beneficial for
learning of beginner nurses in the unit. Due to this, the preceptors should
educate newly hired nurses through hands-on experience and evidenced-
based practice together with the demonstration of personal values and
character needed in the specific unit.
TFN
Closing

Sr. Carolina S. Agravante,

SPC, PhD, RN
“Focus on the type of leadership in nursing that can
challenge the changing world.”
Sr. Agravante, 2002
 GROUP MEMBERS

Rhy Gonzales Chrysander Elijah Katrina Portugal

Ponce