Christmas Karaoke for A Cause

Self-Leadership: Leaders’ Intentionality, Influence, and Impact

Nelson Tuazon, DNP, DBA, RN, NEA-BC, CENP, CPHQ, CPPS, CPXP, FNAP, FACHE, FAAN
Vice President and Associate Chief Nursing Officer, University Health
Director, District 8, Texas Organization for Nursing Leadership
 
When one observes the language that we use in response to the current societal influences and the environment in which we live, the tone and tenor signal a sense of urgency and anxiety. Words and phrases such as the new norm, surge, twindemic, infodemic, psychological safety, emotional PPE (personal protective equipment), resiliency, recovery, and the like, evoke various emotional, psychological, and intellectual responses. More than ever, nurse leaders must be open to new ways of coping, new approaches to learning, and new imperatives for leading (Fuchs, 2020; Lacey, 2020; Tuazon, 2020).

Information Overload in Times of VUCA

As leaders, we face an information war where we live, where we play, and where we work. The current pandemic has led to the constant pouring of data and deluge of information that could paralyze us in our decision-making. Information overload has been known to be associated with stress and can affect analytical and intuitive thinking and critical thinking disposition (Misra et al., 2020). Information comes fast and furious and on different platforms including traditional and digital media (Ahmed, 2020). Regardless of the position or title we hold and irrespective of the scope of our work, or role in a professional organization, we plunge and rummage through bits and bytes to direct our problem-solving and decision-making. The paperwork piles up – quality and safety reports, patient experience scores, financial accounts, and committee and task force meeting minutes, to name a few. The deadlines and timelines put additional pressure on the already hectic schedules of nursing leaders. This phenomenon could be equated to the VUCA (volatility, uncertainty, complexity, ambiguity) world, a phenomenon with roots from the leadership theories of Bennis and Nanus (1985).

How to Manage in the VUCA World

The world of nurse leaders is characterized by increasing complexity and demands of time, energy, and resources, which often cause stress, fatigue, and burnout (Remegio et al., 2020). During times of crisis such as the COVID-19, gaps in leadership are magnified and intensified. The three factors that have impacted the current crisis include disruptions in operations that shifted organizational strategies, accelerated use of digital information and technology, and managing a workforce that may have been dispersed and work remotely (Study: COVID creates leadership gap, 2020). Engagement among leaders is crucial and essential to affect organizational change and foster organizational culture (Bywater & Lewis, 2019; Remegio et al., 2020).

Johansen (2012) adapted the original VUCA and offered the following to combat the chaos associated with this phenomenon: Vision, Understanding, Clarity, and Agility. With the shift from the pervasive negative aspects of VUCA caused by the pandemic, leaders must lead with new and renewed perspectives. Lacey et al. (2020) advise leaders to acknowledge the reality of needing to endure this crisis. They urge leaders to decide with speed and be comfortable with the gray zone on imprecision. Effective leaders adapt with boldness and admit limitations and lack of knowledge of some things with humility. With the information and knowledge that is known at the moment, leaders deliver outcomes and results reliably. Bywater and Lewis (2019) challenge us to examine the competencies required to lead in a VUCA world. They acknowledge that leadership agilities, including context-setting agility, stakeholder agility, creative agility, and self-leadership agility, are critical competencies but require further examination, especially in times of high change such as the pandemic. Amidst the many challenges and adverse conditions that we face currently, visionary leaders have the convictions that these can lead to the rebirth of their organizations (Lacey et al., 2020).

Self-leadership Agility

The concepts behind self-leadership are not new. In the past four decades, scholars have examined the construct of self-leadership particularly because of its capacity to affect and influence personal effectiveness (Crisostomo & Giardino, 2020). Self-leadership is defined as a process that encompasses three major concepts, including self-knowledge, self-influence, and self-guidance (Ay et al., 2015). There are three generally accepted approaches to self-leadership. These include constructive thought strategies, behavior focused strategies, and natural reward strategies (Bryant & Kazan, 2012) (See table 1). The scope and scale of self-leadership encompass two paradigms – self-leadership in general and self-leadership within organizations (Manz, 2015). There is a plethora of evidence that demonstrates the benefits of self-leadership to the individual and the organization (Abid et al., 2020; Furtner et al., 2018; van Dorssen-Boog et al., 2020). To the individual, self-leadership is associated with heightened self-awareness, greater mindfulness, and enhanced self-confidence. On a personal level, self-leadership results in realizing meaning and purpose improved interpersonal relationships and increased happiness. To the organization, effective self-leadership yields increased engagement and empowerment, improved decision-making, improved work performance, and enhanced creativity and innovation (Abid et al., 2020; Ay et al., 2017; Bryant & Kazan, 2012; Kim & Sim, 2020; Sahi, 2017; Stewart et al., 2019).

Table 1. Self-Leadership Strategies, Characteristics, and Outcomes

Self-Leadership Strategies	Characteristics	Outcomes
Constructive Thought Strategies	Improvement in our own belief system Use of imagination to facilitate desired performance Use of self-talk to own advantage Learning improved scripts	Job autonomy, work engagement, and mindfulness.
Behavior Focused Strategies	Self-appraisal Self-reward Self-discipline	Achievement and completion of difficult, tedious, or challenging tasks.
Neutral Rewards Strategies	Putting in the work Making the tasks more attractive and enjoyable Connecting fun and joy at work	Shifting of focus from unpleasant to positive and more rewarding experiences.

Intentionality, Influence, and Impact

Intentions, influence, and impact intersect within the context of self-leadership. Intentions differ from intentionality. Whereas intentions pertain to the course of action that the individual takes, intentionality denotes consciousness of actions and the awareness of many potential perspectives and goes beyond one’s understanding of experience. The degree of consciousness not only involves rational thinking and critical reflection but also involves social awareness of others (McDonald, 2019). In other words, intentionality is more than having mere intentions. Influence pertains to the result of purposeful action. Self-leaders must have a positive influence on themselves and the world around them to enable them to affect change (Bryant & Kazan, 2012). Reynolds (2020) adopted the skills from the classic book How to Win Friends and Influence People and found these soft skills to improve a leader’s overall effectiveness. Impact is how intention and influence are measured (Bryant & Kazan, 2012). In an extensive review of literature on leadership published between 2008 and 2018, Hughes (2019) examined the measurable impact of nurse leaders on nursing staff and patient outcomes. She concluded that the most effective leadership strategies are those that have a well-established fit within the context of the organization and situations.

From Work-life Balance to Work-life Effectiveness

The concept of work-life effectiveness is not new. Work-life effectiveness is defined as a “specific set of organizational practices, policies, programs, and a philosophy that recommends aggressive support for the efforts of everyone who works to achieve success both at work and at home” (Alliance for Work-life Progress, 2005, p. 2). Doucette (2020) argues that achieving work-balance is a myth and is unattainable. Rather, one should focus on owning and defining what an effective work-life relationship should be. Chasing work-life balance may lead to more stress, whereas work-life effectiveness can change perceptions of leadership, relationships, and priorities. Ultimately, work-life effectiveness can increase one's sense of commitment and accomplishment (Doucette, 2020, p. 56). Work-life effectiveness covers a wide range of support systems including those that focus on individual effort and those the organization provides. These include work-life flexibility, paid and unpaid time-off, health and well-being, caring for dependents, financial support, community involvement, management involvement, and culture change interventions (Alliance for Work-life Progress, 2005).

There are No Leaders Like Nurse Leaders

Mary Ann Fuchs, president of the American Organization for Nursing Leadership, reminds us that "although it is frightening, there is no profession better equipped than nursing to lead through this pandemic (2020, p. 1)." I would echo this sentiment. As the Texas Organization for Nursing Leadership continues to reach out to its members, it is making strides in defining a nurse leader, different from any kind of other leaders. Goldsby et al. (2020) sum this up with these words: Few professionals in our society make more critical and important decisions than nurse managers. Often, the decisions they make are framed under "life or death" situations and they must do so in collaboration with and the full cooperation of their frontline staff. As such, nurse managers and leaders must be provided with the assistance and support they need.

Parting Words

New competencies have emerged in response to the current healthcare environment. These include the ability to lead through uncertainty, cultivate trust, and reskilling for the opportunity (Study: COVID creates a leadership gap, 2020). Manz (2015) urges us to aim for the self-leadership high road, which encompasses authenticity, responsibility, and increasing capacity. Ultimately, self-leadership enables and empowers nurse leaders to improve their performance and achieve their goals by clearly understanding their intentions, recognizing their impact, and harnessing their influence! As we work toward self-leadership, let us be reminded by the wisdom of Robert Frost (Poetry Foundation, 2020): “Two roads diverged in a wood, and I – I took the one less traveled by, and that has made all the difference.”

References

Abid, G., Arya, B., Arshad, A., Ahmed, S., & Farooqi, S. (2020). Positive personality traits and self-leadership in sustainable organizations: Mediating influence of thriving and moderating role of proactive personality. Sustainable Production and Consumption, 25, 299–311.

Alliance for Work-life Progress. (2005). The categories of work-life effectiveness. Retrieved from https://www.bestworkplaces.org/pdf/awlp/Categories%2520of%2520W-L%2520Effectiveness%2520Booklet%2520(final%252004.05).pdf

Ahmed, S. T. (2020). Managing news overload (MNO): The COVID-19 infodemic. Information (2078-2489), 11(8), 375.

Ay, F. A., Karakaya, A., & Yilmaz, K. (2015). Relations between self-leadership and critical thinking skills. Procedia - Social and Behavioral Sciences, 207, 29–41.

Bennis, W., & Nanus, B. (1985). Leaders: The strategies for taking charge. Harper & Row.

Bywater, J., & Lewis, J. (2019). Leadership: What competencies does it take to remain engaged as a leader in a VUCA world? Assessment & Development Matters, 11(3), 2–9.

Bryant, A., & Kazan, A. L. (2012). Self-leadership: How to become a more successful, efficient, and effective leader from the inside out (1st ed.). McGraw-Hill Education.

Cristofaro, M., & Giardino, P. L. (2020). Core self-evaluations, self-leadership, and the self-serving bias in managerial decision making: A laboratory experiment. Administrative Sciences (2076-3387), 10(3), 64. https://doi.org/10.3390/admsci10030064

Doucette, J. N. (2020). Achieving work-life effectiveness. Nursing Management, 51(10), 56. https://doi.org/10.1097/01.NUMA.0000698136.48144.fd

Fuchs, M. (2020). Best practices in pandemic response. Voice of Nursing Leadership, 18(5), 1.

Furtner, M. R., Tutzer, L., & Sachse, P. (2018). The mindful self-leader: Investigating the relationships between self-leadership and mindfulness. Social Behavior & Personality: An International Journal, 46(3), 353–360. https://doi.org/10.2224/sbp.6521

Goldsby, E., Goldsby, M., Neck, C. B., & Neck, C. P. (2020). Under pressure: Time management, self-leadership, and the nurse manager. Administrative Sciences (2076-3387), 10(3), 38. https://doi.org/10.3390/admsci10030038

Johansen, B. (2012). Leaders make the future: Ten new leadership skills for an uncertain world. Barrett-Koehler.

Kim, A.Y., & Sim, I.O. (2020). Mediating factors in nursing competency: A structural model analysis for nurses’ communication, self-leadership, self-efficacy, and nursing performance. International Journal of Environmental Research and Public Health, 17(6850), 1-14.

Lacey, S. R. (2020). An enduring crisis: Nurse leaders’ perspectives. Nursing Economic$, 38(5), 258–266.

Manz, C. C. (2015). Taking the self-leadership high road: Smooth surface or potholes ahead? Academy of Management Perspectives, 29(1), 132–151. https://doi.org/10.5465/amp.2013.0060

McDonald, D. (2019). Investigating intentionality and mindfulness of storytelling as pedagogy. Curriculum & Teaching Dialogue, 21(1/2), (Sp)97-(Sp)110.

Misra, S., Roberts, P., & Rhodes, M. (2020). Information overload, stress, and emergency managerial thinking. International Journal of Disaster Risk Reduction, 51. https://doi.org/10.1016/j.ijdrr.2020.101762

Poetry Foundation. (2020). The road not taken. Retrieved fromhttps://www.poetryfoundation.org/poems/44272/the-road-not-taken

Remegio, W., Rivera, R. R., Griffin, M. Q., & Fitzpatrick, J. J. (2020). The professional quality of life and work engagement of nurse leaders. Nurse Leader. https://doi.org/10.1016/j.mnl.2020.08.001

Reynolds, S. S. (2020). How to win friends and influence people—as a nursing leader. Nurse Leader. https://doi.org/10.1016/j.mnl.2020.07.013

Sahi, M. (2017). A study of self-leadership in relation to emotional competence and personality. International Research Journal of Management Science & Technology, 8(5). 281-289.

Stewart, G. L., Courtright, S. H., & Manz, C. C. (2019). Self-leadership: A paradoxical core of organizational behavior. Annual Review of Organizational Psychology and Organizational Behavior, 6, 47-67.

Study: COVID creates leadership gap. (2020). Leadership Briefings, 35, 1–8. Tuazon, N. (2020). Nurses’ response to COVID-19: A portrait of courage, collaboration, and co-creation. TONL Monthly. Retrieved from https://www.naylornetwork.com/tne-nwl/articles/index-v2.asp?aid=618160&issueID=74468

van Dorssen-Boog, P., De Jong, J., Veld, M., & Van Vuuren, T. (2020). Self-leadership among healthcare workers: A mediator for the effects of job autonomy on work engagement and health. Frontiers in Psychology, 11, 1420.

Filipino-American History Month-October

October is Filipino-American History Month!

It was a full house on October 10th 2020. On behalf of the The Philippine-American Chamber of Commerce Central Texas Region, we’d like to thank you all for celebrating Filipino-American History month. Not only did we have the the Filipino-American community in attendance, but also Asian-American Representatives from all over the state of Texas and beyond.

Next Battle Over Alamo Plan? Future of Woolworth Building & SA Civil Rights History

PACC board member Dr. Carey Latimore discusses the impact slavery, race, policing, and the Alamo in a News4SA interview with Randy Beamer - https://news4sanantonio.com/news/local/podcast-the-future-of-the-alamo-is-unclear-but-so-is-the-historical-woolworth-building

Equity: Creating a Leadership Culture Beyond Equality

Nelson Tuazon, DNP, DBA, RN, NEA-BC, CENP, CPHQ, CPPS, FNAP, FACHE

Vice President & Associate Chief Nursing Officer, University Health System, San Antonio

Director, District 8, Texas Organization for Nursing Leadership

Earlier in my career as a novice leader in healthcare management, one sage advice that my mentors emphasized was for me to treat everyone fairly and equally. As I advanced in my roles, I kept this advice as a core leadership principle. As a backdraft, in 2002, the Institute of Medicine Committee on Understanding and Eliminating Racial and Ethnic Disparities in Health Care published its seminal work entitled, Unequal Treatment: Confronting Racial and Ethnic Disparities in Healthcare. This publication examined how disparities in treatment occurred in health care systems and explored the healthcare experience of persons of color (Smedley et al., 2003). The focus in this era of healthcare was on inequality. More than a decade and half later, the National Academies of Sciences, Engineering, and Medicine (2017) published a new report entitled, Communities in Action: Pathways to Health Equity. The focus shifted to health equity.

Health Equity: Completing the Triple Aim Equation

Misconceptions regarding equality and equity persist. The two terms are not the same and should not be used interchangeably. Over time, the term equality changed its meaning, and its emphasis focused on the similarity of treatment of individuals and groups. Equality refers to the process of treating everyone the same and falls short of taking into account the differences and needs of individuals or the context in which disparities occur (Walden et al., 2018). The concept of equality failed to convey the notion that not all individuals begin at the same starting point and became associated with norms of the dominant male, white, and middle class (Gosepath, 2011). Equity has become an alternative and linked to social justice. Although there are criticisms that special treatment may occur, equity addresses the social, economic, and political causes of inequality and offers remedies to prevent and avert disparate outcomes (Takeuchi et al., 2018).

Global Health and Equity. The concept of health equity has received global attention. The World Health Organization (WHO) defines health equity as the absence of unfair and avoidable differences in health interventions and outcomes among groups of people. The key element in this definition is focused on the opportunity for everyone to have the opportunity to attain their full health potential and that no one should be disadvantaged from achieving this potential (WHO, 2020, para. 1).

Focus on Health Equity in the US. The US Department of Health Human Services' 2018-2022 Strategic Plan integrates diversity, inclusion, and equity in five strategic goals particularly about improving access to healthcare, measuring and reporting on healthcare quality and disparities, and strengthening and expanding healthcare workforce to meet America’s diverse needs (Health and Human Services, 2019). The National Center for Chronic Disease Prevention and Health Promotion (NCCDPHP) of the Centers for Disease Control and Prevention (CDC) describes the achievement of health equity as the state by which every person has the opportunity to attain full health potential. The achievement of this potential should not pose any disadvantage to an individual due to social position or other socially determined circumstances (CDC, 2020, para. 1).

Health Inequities and Healthcare Disparities

Healthcare leaders, regulators, and various healthcare professionals across nations have raised the issue of inequities in health, particularly on the quality of healthcare and justice. The Institute for Healthcare Improvement (IHI, 2020) believes that healthcare inequities and disparities continue to exist. The differences in access to healthcare and treatment and the associated outcomes are systemic but are avoidable. Nurses are at the forefront and positioned to contribute to the achievement of healthcare equity. However, there is paucity of evidence to demonstrate that healthcare workers, particularly nurses, have propelled the concept of health equity (Estacio, 2019). In the workplace, biases related to stereotypes and gender roles persist despite the progress made towards workplace equality (Walden et al., 2018).

Addressing Health Equity in Academia. In its eleventh report to the Secretary of the Department of Health and Human Services and the Congress, the National Advisory Council on Nurse Education and Practice (NACNEP) reported the many successes towards the advances in nursing diversity in the US. However, NACNEP cautioned that the US healthcare workforce has not realized the goal of a healthcare workforce that reflects the diverse US population. Several barriers continue to exist including weak minority representations among faculty and in leadership roles in healthcare organizations and underrepresentation of students and applicants to educational institutions for healthcare professions (NACNEP, 2013). The National Education Progression in Nursing (NEPIN) has also examined the linkages between equity and academic achievement. NEPIN aims to ensure that nurses have access to higher levels of education and achievement (Aragon, 2020, para. 1).

Healthcare Organizations and Health Equity. US healthcare organizations that the Joint Commission (TJC) accredits and certifies are required to protect the rights of individuals and prohibit discrimination. TJC (2020) has posted guidelines and resources to assist TJC-accredited healthcare organizations in promoting racial justice and equity. Wyatt et al. (2016) offered a framework that healthcare organizations can follow to achieve health care equity. These authors wrote a white paper for the IHI that recommends guidance to reduce healthcare disparities related to racial and ethnic groups, religion, socio-economic status, gender, sexual orientation, age, mental health and other factors associated with discrimination or exclusion.

Social and Moral Determinants of Health. An understanding of the social determinants of health is critical in addressing health inequities and healthcare disparities effectively. Several screening tools have been developed including a) PREPARE: Protocol for Responding to and Assessing Patient Assets, Risks, and Experiences, b) the Social Needs Screening Tool, c) the Accountable Health Communities Health-Related Social Needs Screening Tool, and d) the Social Needs Screening Toolkit (Lathrop, 2020). Berwick (2020) challenges healthcare leaders to go beyond the social determinants of health and delve deeper into what he calls the moral determinants of health. His thought-provoking insights and questions compel us to think of ways to advocate for better health, beyond what he labels hospitals and physician offices as “repair shops.”

Call to Action

The literature offers several ideas to promote a culture of inclusion to influence and inspire nurses to be engaged in professional organizations (Tuazon, 2020). Walden et al. (2018) warned that emerging leaders and seasoned professionals should be aware of the impact of biases in the workplace and recognize how these biases affect the advancement of others and their own. As the Texas Organization for Nursing Leadership continues to advocate for diversity and inclusion, strategies to address equity complete the leadership equation.

Public Policy, Population Health, and Collaboration. To address health equity effectively, nurses must involve themselves and engage in policy development and implementation, promote population health, and forge interpersonal collaboration (Moss & Phillips, 2020). Nurses and nursing organizations must familiarize themselves with the work of the American Association of Retired Persons (AARP) Foundation, the AARP, and the Robert Wood Johnson Foundation (RWJF) on the Future of Nursing: Campaign for Action. The Campaign for Action’s (2020a) mantra explains its main thrust: “America’s 4 million nurses are key to improving health equity and creating communities in which everyone has access to high-quality care.” The American Organization for Nursing Leadership (AONL) is a member of the Campaign for Action’s Champion Nursing Council (Campaign for Action, 2020b).

Academic, Practice, and Research Partnership. NACNEP (2013) identified two primary recommendations to support the mission of eliminating health disparities. These include 1) promote nursing workforce diversity to achieve health equity, and 2) support effective decision-making and evaluation of diversity program outcomes. NEPIN suggests that organizations need to develop new programs strategically to improve diversity, equity, and inclusion and to promote cultural proficiency in teaching, research, service, and practice (Aragon, 2020).

Health Disparities and Health Inequities. The CDC, through the NCCDPHP, has published resources related to health equity and racial and ethnic disparities. These resources include a) REACH – Racial and Ethnic Approaches to Health, b) social determinants of health maps, c) surveillance systems, and d) addressing health disparities among youth (CDC, 2020).

Health Equity as a Strategic Priority. Mate and Wyatt (2017) urge health systems to put health equity as part of their strategic priorities. They offer the following recommendations: a) make health equity a leader-driven priority; b) develop structures and processes to support equity; c) take specific actions to address the social determinants of health; d) confront institutional racism within the organization, and e) partner with community organizations. Schoonover (2018) explains why health equity matters and offers ways to address health inequities effectively.

Final Thoughts

The discussion on equality and equity provokes intellectual debate but also evokes emotional responses. There is evidence in the literature that supports the conceptual and philosophical basis of promoting equity, rather than discussing equality in isolation. I submit that the Health Equity Framework proposed by Cohen et al. (2017) offers a logical and methodical approach. As the Texas Organization for Nursing Leadership (TONL) embarks upon strategies to address diversity, inclusion, and equity, it would behoove its leaders, through the proposed Taskforce on Diversity, Equity, and Inclusion, to utilize this framework. The following questions should inform and guide the proposed strategies: a) are the proposed programs, initiatives, or steps (means/process) following a fair and inclusive process, and b) are the desired targets and results (ends/outcomes) fair? The thoughtful, deliberate, and insightful answers to these questions will lead to solutions and approaches that create a culture of equity among all members, leaders, and stakeholders of the organization. Ultimately, equity in healthcare leads to high levels of organizational performance, promote value to all stakeholders, and sustain organizational excellence (Betancourt, 2020).

References

Aragon, S., Beauvais, A. Friday, V., Green, C., Kiger, A., King, S., Lear, T., Mahowald, J., McGuill, G., Perkins, D., Valdez, A., Velasco, B., & Wangerin, V. (2020). White paper: Equity, achievement and thriving in nursing education. National Education Progression in Nursing. https://nepincollaborative.org/white-paper-equity-achievement-and-thriving-in-nursing-education/

Berwick, D. (2020). The moral determinants of health. JAMA, 324(3), 225-226.

Betancourt, J. R. (2020). The path to equity in healthcare leads to high performance, value, and organizational excellence. Journal of Healthcare Management, 65(1), 7–10. https://doi.org/10.1097/JHM-D-19-00257

Campaign for Action (2020a). We’re building healthier communities through nursing. Retrieved from https://campaignforaction.org/

Campaign for Action (2020b). Nurses advance health equity and well-being for all. https://campaignforaction.org/nurses-advance-health-equity-and-well-being-for-all/

Cohen, A. B., Grogan, C. M., & Horwitt, J. N. (2017). The many roads toward achieving health equity. Journal of Health Politics, Policy & Law, 42(5), 739–748. https://doi.org/10.1215/03616878-3940414

Estacio, J. C. (2019). Health equity in nursing: A concept analysis. Nursing and Palliative Care International Journal, 2(1), 1-5. DOI: 10.30881/npcij.00008

Gosepath, S. (2007). Equality. The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/spr2011/entries/equality/

Health and Human Services (HHS). (2019). Strategic plan FY 2018-2022. Retrieved from https://www.hhs.gov/about/strategic-plan/index.html?language=es

Institute for Healthcare Improvement (IHI). (2020). Health equity. Retrieved from http://www.ihi.org/Topics/Health-Equity/Pages/default.aspx

Lathrop, B. (2020). Moving toward health equity by addressing social determinants of health. Nursing for Women’s Health. doi: 10.1016/j.nwh.2019.11.003

Mate, K., & Wyatt, R. (2017). Health equity must be a strategic priority. Retrieved from https://catalyst.nejm.org/doi/full/10.1056/CAT.17.0556

Moss, M., & Phillips, J. (2020). Health equity and nursing: Achieving equity through policy, population health and interpersonal collaboration. Springer.

National Academies of Sciences, Engineering, and Medicine. (2017). New report identifies root cause of health inequity in the US. Outlines solutions for communities to advance health equity. Retrieved from https://www.nationalacademies.org/news/2017/01/new-report-identifies-root-causes-of-health-inequity-in-the-us-outlines-solutions-for-communities-to-advance-health-equity

National Advisory Council on Nurse Education and Practice (NACNEP). (2013). Achieving health equity through nursing workforce diversity. Retrieved from https://www.hrsa.gov/sites/default/files/hrsa/advisory-committees/nursing/reports/2013-eleventhreport.pdf

Schoonover, H. (2018). Health equity: Why it matters and how to achieve it. Retrieved from https://www.healthcatalyst.com/health-equity-why-it-matters-how-to-achieve-it

Smedley, B., Stich, A., & Nelson, A. (2003). Unequal treatment: Confronting racial and ethnic disparities in health care. National Academies Press.

Takeuchi, D. T., Dearing, T. C., Bartholomew, M. W., & McRoy, R. G. (2018). Equality and equity:

Expanding opportunities to remedy disadvantage. Generations, 42(2), 13–19.

The Joint Commission (TJC). (2020). The Joint Commission stands for racial justice and equity. Retrieved from https://www.jointcommission.org/resources/news-and-multimedia/the-joint-commission-stands-for-racial-justice-and-equity/

Tuazon, N. (2020, August). Inclusive leadership: Influencing and inspiring professional organizational engagement. TONL Monthly. Retrieved from https://www.naylornetwork.com/tne-nwl/articles/index-v2.asp?aid=627039&issueID=74470

Walden, T., Snapp, H., Morgenstein, K., & Gregory, I. (2018). Starting the discussion about equality and equity in leadership. Audiology Today, 30(3), 36–47.

World Health Organization (WHO). (2020). Health equity. Retrieved from https://www.who.int/topics/health_equity/en/

Wyatt, R., Laderman, M., Botwinick, L., Mate, K., & Whittington, J. (2016). Achieving health equity: A guide for health care organizations. IHI White Paper. IHI.

*This article originally appeared in Tuazon, N. (2020, September). Equity: Creating a leadership culture beyond equality. TONL Monthly. Retrieved from https://www.naylornetwork.com/tne-nwl/articles/index-v2.asp?aid=631522&issueID=74471. Reprinted with permission.

2020 San Antonio Filipino-American Restaurant Census

On behalf of the Philippine American Chamber of Commerce, Central Texas Region, we would like to thank the Filipino-American community of San Antonio and surrounding areas for contributing to this census of Filipino owned restaurants. Our objective in collecting this is to bring awareness of the many small businesses that contribute to the diverse San Antonio economy. The Philippine American Chamber of Commerce supports entrepreneurship and continual community development and therefore will continue to update this list as often as necessary. Please contact Secretary and Public Media Relations Chair, Dominique Liu at dominique.liu@gmail.com for inquiries regarding this Census.

Yolanda Moy,

Region Chair

Philippine American Chamber of Commerce, Central Texas Region



2020 Filipino-American Restaurants in Alphabetical Order:

• Bakery Lorraine

• BBQ Done Wright

• Fili-Deli

• Filipino Express

• Jeepney Street Eats

• Just Lechon

• Kain Na Filipino Cuisine

• Malabito St. Inc.

• Laguna Cafe

• Lily’s Philippine Restaurant

• Lumpia King

• Pearl of the Orient

• Sari-Sari Filipino Restaurant, Market & Bakery

• Smashin Crab

• Susie’s Lumpia

• Tabares Filipino Restaurant

• Pearl of the Orient

• Sari-Sari Filipino Restaurant, Market & Bakery

• Smashin Crab

• Susie’s Lumpia

• Tabares Filipino Restaurant

Prepared by Dominique Liu

Secretary and Public Media Relations Officer

Inclusive Leadership: Influencing and Inspiring Professional Organizational Engagement

By Nelson Tuazon, DNP, DBA, RN, NEA-BC, CENP, CPPS, CPHQ, FNAP, FACHE
Vice-President & Associate Chief Nursing Officer, University Health System, San Antonio, Texas
District 8 Director, Texas Organization for Nursing Leadership
 
The U.S. workplace continues to undergo a demographic change at a rapid pace. The composition of the workforce will be impacted by the increasing number of Asian and Hispanic workers and professionals. The growth of Black Americans is projected to be 6.4 million by 2050. Whites make up the majority of the labor force (78%), Blacks (13%), and Asians (6%). By ethnicity, 17% of the labor force were of Hispanic or Latino ethnicity, who may be of any race  (Bureau of Labor Statistics, 2018). By 2025, racial and minority groups will comprise 42% of the U.S. population, thereby increasing the diversity of the workforce (Brimhall et al., 2014). The rapid shifts in the U.S. workforce demographics have provided the impetus for organizations to forge culturally competent labor force and develop inclusive work environments (Velasco & Sansone, 2019).

What Is in a Name?

The terms diversity and inclusion have been used interchangeably; however, it is important to differentiate the two. Diversity refers to the presence of people possessing a wide range of characteristics, which may be seen and unseen, and which the members were born or acquired. Inclusion, on the other hand, refers to the practice of making all members feel welcomed and providing them with an atmosphere that provides equal opportunity to connect, belong, and grow (Fucci & Cooper, 2019). Diversity also refers to the composition of differences of individuals, which traditionally may include race, ethnicity, gender, and education (Homan & Greer, 2013). Inclusion, on the other hand, refers to the extent to which the members of the group are encouraged and urged to participate and get involved (Mor Barak, 2015). The ultimate aim of inclusion is to value the characteristics of the individual members and to foster a welcoming climate that promotes the sharing of their true selves (Nishii, 2013). Inclusive leadership is associated with the integration of diversity dimensions in leadership theory and is concerned with the knowledge of how these dimensions influence an understanding of leadership. Ultimately, inclusive leaders focus on the mechanism by which their followers view the leadership development of their leaders (Gotsis & Grimani, 2016).

Why are Diversity and Inclusion Important?

Fucci and Cooper (2019) emphasized the importance of diversity and inclusion in corporate and nonprofit boards. Diversity and inclusion have been proposed as the possible key to overcoming the next recessions because they serve as a potent source of strength during tough times (Gencler, 2019). The 2020 McKinsey report indicates, however, that diversity does not always mean inclusion. Despite the increasing diversity, many companies are still unable to cultivate work environments that promote inclusive leadership and accountability. Equality and fairness to opportunities and freedom from bias and discrimination remain as issues (Gassam, 2020).

The business case for diversity and inclusion has been successfully demonstrated. Organizations with a clear purpose and intention of promoting diversity and inclusion should understand the current state of its workforce to have sustainable outcomes (Prieto et al., 2016). Diversity in the workforce has been linked to the achievement of better health care outcomes and more culturally appropriate and relevant care, for both the organizations and the communities they serve (Persaud, 2020). The formal assignment of responsibility for diversity to a diversity manager, taskforce, or committee has proved to be successful (Dobbin & Kaley, 2016). 

There is evidence to show the benefits of an inclusive climate, especially in organizations that comprise diverse groups.  The positive outcomes that have been associated with inclusive settings and organizations include member satisfaction, retention, engagement, creativity, and innovation (Bradley, 2020; Brimhall et al., 2014; Nishii, 2013). The McKinsey 2020 report indicates that gender diversity and ethnic and cultural diversity are associated with above-average profitability. Companies that subscribe to gender diversity are 25% more likely to be profitable and those that espouse ethnic and cultural diversity are 36% more likely to be profitable (Gassam, 2020). Increased profitability and innovation have been shown in companies that have greater diversity in their workforce and promote inclusion (Hunt et al., 2015).  

Frameworks and Considerations for Diversity and Inclusion

One of the first important steps in developing strategies to integrate diversity and inclusion into the organization is the identification of a framework. Several theories and models exist in the literature. Some of the more fitting theories and models are presented here for consideration.

Social Identity Theory and Optimal Distinctiveness Theory

In examining the impact of inclusion on the leader-member exchange, Brimhall et al. (2017) analyzed theoretical frameworks that may be used. They explored the social identity theory (Tajfel, 1982) and the optimal distinctiveness theory (Brewer, 1991). Brimhall et al. (2017) posited that being part of a group, trust, and feelings of acceptance promote the feelings of inclusion. An important aspect of inclusion, beyond the feeling of belonging to a group, is the sense of being valued and accepted for the unique characteristics an individual brings to the group (Mor Barak, 2015; Nishii, 2013).

Humanitarianism

Harpell and Andrews (2010) offered humanitarianism as a framework, which regards all humans as equal. Broadly, humanitarianism aligns with diversity and inclusion because of its focus on fair treatment and respect for all individuals. Although Harpell and Andrews focused on the application of inclusion in the academic arena, their exposition on the individual needs of the learners and the need to adjust the instructional methods to meet the needs of the students, apply to the inclusion roles of leaders of professional organizations towards their members.

Social Change Model

The social change model (SCM) promotes equity, social justice, self-knowledge, service, and collaboration. This model is particularly relevant to individuals who may not perceive themselves as leaders and is especially meaningful in a diverse society (Read et al., 2015, p.164). The seven values of SCM encompass the individual (consciousness of self and others, congruence, commitment), group (collaboration, common purpose, controversy with civility), and society (citizenship). SCM aligns with inclusive leadership because the model promotes equity, social justice, self-knowledge, service, and collaboration (Read et al., 2015, p. 166).

Organizational Culture

Sanders (2017) has explored the concepts of organizational culture as a framework for integrating diversity and inclusion. The Organizational Culture Assessment Instrument (OCAI) (Cameron & Quins, 2011), based on the competing values framework, is a fitting model in examining diversity and inclusion because of its flexibility and adaptability. The application of OCAI is suitable for diversity and inclusion mainly due to the assumption that there is no one best culture; rather, the model is premised on the notion that cultures vary based on circumstances (Sanders, 2017).

Faultlines

Organizations, institutions, and professional associations are continuing to attract employees, clients, patients, and members from diverse backgrounds. In response, organizations form interprofessional health care teams to address the multifaceted issues resulting from the increasingly complex interplay of factors affecting these entities. Adding to the complexity of group interaction and the success of teams is the concept of faultlines (Mitchell & Boyle, 2020). Faultlines are the hypothetical separations and distinctions that segregate teams into subgroups based on their attributes and characteristics (Lau & Murnighan, 1998). The composition of teams is a major factor that is linked to team dynamics and performance (Mitchell & Boyle, 2015). In the case of professional associations such as the Texas Organization for Nursing Leadership (TONL), there may be perceived faultlines amongst the members from various settings such as the acute care, academic setting, and post-acute care. There may also be a division in the professional roles of the members such as those who are nurse executives, directors, and managers and those who are at the beginning of their leadership roles as supervisors.

Although faultlines are viewed as negative due to the effect of conflicts to group performance (Lau & Murnighan, 1998), there is an alternative view to argue that faultlines could be beneficial especially when the diverse team is working to solve complex problems and propose innovative solutions (Mitchell & Boyle, 2015). Academic-practice partnership is an example of an approach where diverse teams solve complex problems. Inclusive leadership can promote and foster the sharing of diverse input from the different team members with unique capabilities. The synergy, collaboration, and combined effort from the interprofessional team could enhance innovation. The presence of strong faultlines will lead to a greater likelihood of the emergence of interprofessional comparative dynamics (Carton & Cummings, 2013).

Who is an Inclusive Leader?

Six Signature Traits of Inclusive Leaders

Inclusive leaders have the following characteristics: a) visible commitment – a commitment to and making diversity and inclusion a priority; b) humility and courage – modesty, admission of culpability, and valuing others’ contributions; c) awareness of bias or cognizance – awareness of personal blind spots; d) curiosity about others – open-mindedness and non-judgmental attitude; e) cultural intelligence – cultural awareness and adaptability, and f) effective collaboration – empowering others and promoting psychological safety (Bourke & Dillon, 2016; Bourke & Espedido, 2019; Bourke & Espedido, 2020). Tapia and Polonskaia (n.d., p. 9) describe inclusive leaders with the following traits: a) authenticity – humility, setting aside ego, and establishing trust; b) emotional resilience – composure amidst adversity and differences; c) self-assurance – confidence and optimism; d) inquisitiveness – openness, curiosity, and empathy; and e) flexibility – tolerance to ambiguity and adaptability.

Commitment, Connection, and Collaboration

Inclusive leaders commit to making diversity and inclusion as an organizational priority by engaging all levels of management and staff in the organization, developing formal processes and structures to create a positive work environment, and engaging employees from various backgrounds. Inclusive leaders make connections with individuals early and engage them in a continuous process of leadership development. Specific criteria and clear pathways are developed and communicated to diverse groups at the entry- mid- and senior levels within the organization. Finally, inclusive leaders collaborate with external stakeholders towards the achievement of shared goals to promote equity and create the momentum for diversity among the leadership team (Persaud, 2020).

What are the Competencies of an Inclusive Leader?

Inclusive leadership requires specific skills and competencies in effective communication. When communicating with others, particularly in a cross-cultural and diverse group, inclusive leaders convey the message of being included, valued, and heard. The ability to bring individuals from different backgrounds to a common platform characterizes an inclusive leader (Jain, 2018). The role of servant leadership has been examined as an approach to fostering inclusion. Gotsis and Grimani (2016) have identified organizations that promote the perceptions of employees of inclusion.  Through empowerment, diverse groups perceive equitable and more humane work climates. Servant leaders are believed to be more sensitive to different societal expectations.

Inclusive leaders should develop and master the following competencies: a) build interpersonal trust, b) integrate diverse perspectives; c) optimize talent; d) apply an adaptive mindset; and e) achieve transformation (Tapia & Polonskaia, n.d., p. 10). Additionally, inclusive leaders can adopt the following strategies in promoting organizational change that fosters diversity and inclusion: a) lean into discomfort – this opens the door to trust; b) listen as an ally – this opens the door to collaboration; c) state your intent and your intensity – this opens the door to understanding; and d) share your street corner – this opens the door to breakthroughs (Sanders, 2017, pp.77-78). It is important to remember that organizational commitment to diversity and inclusion does not mandate leaders to hire or promote unqualified individuals for leadership roles or positions (Persaud, 2020).

How Do the Leading Professional Organizations Embody Diversity and Inclusion?

A review of the websites of six major leadership and executive organizations revealed three primary approaches to diversity and inclusion. These include structures (e.g. committees, councils, expert panels, and institutes), representation (e.g. policy statement, forums, recruitment, and retention), recognition (e.g. awards, research, publications, and celebration). These organizations include the American Academy of Nursing (AAN), American Association of Colleges of Nursing (AACN), American Nurses Association (ANA), American Organization for Nursing Leadership (AONL), National League for Nursing (NLN), and the American College of Healthcare Executives (ACHE).

American Academy of Nursing

The American Academy of Nursing (AAN) has a Diversity and Inclusivity as the top values in its 2017-2020 Strategic Plan. The AAN has a Diversity and Inclusivity Statement that is aligned with its mission statement. The AAN a) requires its members to reflect the increasingly diverse society and their contributions across nursing; b) offers opportunities to engage the members in its work; and c) develops and aligns policies and policies to achieve goals. The AAN has expert panels that address diversity and inclusion. These include the expert panels on aging, cultural competence and health equity, lesbian, gay, bisexual, transgender, queer (LGBTQ) health, and women’s health (AAN, 2015).

American Association of Colleges of Nursing

The American Association of Colleges of Nursing (AACN) website features a Diversity and Inclusion page that highlights the organization’s rich resources including its comprehensive position statement, Diversity, Inclusion, & Equity in Academic Nursing (AACN, 2017). The page includes information on the Diversity in Nursing Education Award; data, publications, and educational programs on diversity; pod casts including topics on diversity in nursing education; and funding opportunities that provide resources to students, including many minority focused programs. The Diversity Digest newsletter, produced quarterly, highlights AACN’s diversity and inclusion initiatives. The Diversity in the News showcases current noteworthy announcements on diversity, inclusion, and equity (AACN, 2020). AACN is holding a Diversity Symposium entitled Diversity: Essential for Inclusive Excellence in December 2020.

American Nurses Association

The American Nurses Association (ANA) website features a Practice and Advocacy page that includes Diversity Awareness, an expansion from ANA’s Nursing’s Social Policy Statement. The page also highlights information and resources regarding LGBT Individuals and Communities, Racial and Ethnic Minority Communities, and Culturally-Specific Tools. The tools include resources about Black and African Americans, American Indian/Native Americans/Alaskan Natives, Asian and Pacific Islander Americans, and Hispanic and Latino Americans (ANA, n.d.a). ANA offers a Minority Fellowship Program that focuses on mental health and substance abuse (ANA, n.d.b).

American Organization for Nursing Leadership

The American Organization for Nursing Leadership (AONL) has a Diversity and Inclusion page, part of the Institute for Diversity and Health Equity of the American Hospital Association. The site has resources that include a Workforce Library and highlights Reports on the Guiding Principles for Diversity in Healthcare Organizations and Guiding Principles for Nurse Leaders. AONL features a Nurses’ Diversity, Equity and Inclusivity Pledge that it developed in partnership with the New England Regional Black Nurses Association (NERBNA). There is an Equity of Care Award that recognizes member hospitals and health systems for their efforts to advance diversity, inclusion, and equity (AONL, 2020).

American College of Healthcare Executives

The American College of Healthcare Executives (ACHE) webpage highlights its Diversity and Inclusion activities and initiatives that include a statement, “we are promoters of diversity and inclusion.” The page also showcases the LGBTQ Forum and the Asian Healthcare Leaders Forum, the ACHE Statement on Diversity, Research on Diversity, and the Policy Statements on Diversity (ACHE, 2020a). The Diversity and Inclusion Career Center features the Executive Diversity Career Navigator, the Thomas C. Dolan Executive Diversity Program, and Gender and Race/Ethnicity Studies (ACHE, 2020b). ACHE’s policy statement on Increasing and Sustaining Racial/Ethnic Diversity in Healthcare Management emphasizes its advocacy efforts to providing equal opportunity for all citizens regardless of race and ethnicity. The policy encompasses recruitment, promotion, and support for improving the representation and equitable treatment of racial and ethnic diversity in healthcare management (ACHE, 2020c).

National League for Nursing

The National League for Nursing (NLN) Advocacy and Public Policy page highlights its commitment to promote a population of nurses and nurse educators who reflect the diversity in the nation, advocate for policies that enrich culturally relevant nursing education, and support the incorporation of the national standards for Culturally and Linguistically Appropriate Services (CLAS) (NLN, 2020a). The NLN website also features a Diversity page that focuses on health disparities (NLN, 2020b). NLN’s Center for Diversity and Global Initiative has developed a comprehensive Diversity and Inclusion Toolkit that covers diversity and inclusivity in the academic mission, administrative leadership, faculty, and students (NLN, 2020c).

Strategies for Inclusive Leaders

Leaders could enhance their potential as an inclusive leader in their style and approach by adopting the following strategies (Dow, 2017). These include a) exemplify self-awareness; b) develop a strategy for leading; c) model courage; d) inspire trust and respect; e) exhibit self-control, and f) stop assigning blame. As leaders of professional organizations, we have to reflect upon these strategies that could affect our decision-making, ability to achieve organizational goals and objectives, inspire others to act with courage, build trust, and demonstrate emotional intelligence. As change agents, transformational leaders elevate individual and group performance by empowering others, holding individuals accountable, and adhering to diversity and inclusion (Davalos, 2014). Leaders that subscribe to transformative leadership theory focus on inclusion, equity, and social justice (Shields & Hesbol, 2020). It has been suggested that leadership theories should encompass social equity and inclusion issues that evolve as consequences of the rapid changes within the organization and the society (Chin, 2010).

To prepare early careerists and activists in the labor union movement, Alvarez and Alvarez (2018) shared the principles they developed to guide the young leaders to tackle the issues of racial and gender equity.  Some of these include strategic recruitment of targeted diverse demographics, promoting the value of a learning community, developing leadership program focused on strategic thinking and broader issues rather than skills, and utilizing interactive pedagogy with peer learning and focused on self-assessments. Two principles that may sound like a shift from the inclusive leadership paradigm suggest that there should be a recruitment of internal candidates rather than self-selection and acceptance to the leadership training program should be selective. The implications of these principles to professional organizations are profound, particularly for students and young members who have the desire to be engaged in professional organizations. The following are some ideas to ponder upon.

a.       To ensure that the demographic make-up of the organization is represented equally and equitably, appointed positions to the board, committees, and taskforces provides the leaders to offer opportunities to qualified candidates and nominees.

b.      To create a pool of diverse candidates and nominees for elected and appointed positions, a succession planning committee should be established in addition to the nomination and election committee.

c.       To create robust local and regional activities, strengthen the role and participation of the board members-at-large and the district directors.

d.      To develop strategic agility and strategic thinking  among the members, program development and educational offerings should be strategic in scope and scale.

e.       To promote member engagement, deploy pedagogical approaches that cater to the various learning styles of individuals and that are based on identified learning needs.

Parting Words

The mission of nursing is profoundly aligned with social justice and health equity (Read et al., 2015). As advocates for social change, leaders of professional organizations are duty-bound to cultivate, foster, and advance diversity and inclusion among its members, constituents, and stakeholders. The creation of a culture of inclusion requires a new set of leadership qualities and competencies that include flexibility, fluidity, self-awareness and mindfulness, courage, and vulnerability (Wasserman et al., 2008, p. 180). Inclusion forges an environment that recognizes, espouses, and adopts various ways and experiences that allow individuals to reach their full potential and ultimately result in positive outcomes (Winters, 2014). Tapia and Poloskaia (n.d., p. 5) sum it best: "being an inclusive leader does not make you a good leader of inclusion and diversity – it makes you a good leader overall."

References

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Davalos, C. D. (2014). The role of chief diversity officers in institutionalizing diversity and inclusion: A multiple case study of three exemplar universities. Proquest Digital Dissertation, 3581650.

Dow, C. (2017). It starts by picking up a mirror: An introspective look at inclusive leadership. Armed Forces Comptroller, 62(4), 21–23.

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FILCON's Kalayaan 2020

Philippine Independence Day Celebration

Celebrate Philippine Independence Day with "FilCon Kalayaan 2020" and TFC Hour — with your host, Gelo, and our special guest, Inigo Pascual! - https://www.facebook.com/permalink.php?story_fbid=976281749554181&id=337741936741502

COVID-19 Update

From Mayor Ron Nirenberg

COVID-19 UPDATE:

Good evening, San Antonio.

The below totals include 21 positive cases from Sunday.

Our current hospitalization numbers have ticked up a bit from last week.

We're now at 3333 (+22) cases:

- 2332 are from the general public (+4)

- 410 are jail inmates (+0)

- 60 are jail staff (+0)

- 351 (+1) are from other congregate settings

- 180 (+17) remain under investigation

- 2077 individuals have fully recovered, 1156 remain ill

- 96 patients are currently hospitalized, 38 are in the ICU, 23 are on ventilators

~47% of our total cases are folks under 40 years old. Even if you feel fine, please be mindful of how this disease might affect more vulnerable loved ones and neighbors.

Progress warnings & indicators: https://covid19.sanantonio.gov/About-COVID-19/Dashboards-Data/Progress-Warning-Indicators

We are able to confirm receipt of 76,308 test results in Bexar County.

We are reporting no new deaths today.

Please note: Some cases under investigation from previous days were officially classified today, so the total jump in some categories may be higher than the number in parentheses.

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VENTILATORS / HOSPITAL BEDS:

1488 of 4706 staffed beds available, 32%. 96 are being used to fight COVID-19.

553 of 704 ventilators available, 79%. 23 are being used to fight COVID-19.

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The live nightly briefings with Judge Wolff will now occur on Tuesdays & Thursdays as we move into our Watch, Expand and Assure phase of COVID-19.

Data will still be updated daily on the COVID-19 website.

Learn more about the next phase here: https://covid19.sanantonio.gov/What-YOU-Can-Do/Reopening-Safely/WATCH-EXPAND-and-ASSURE-Plan

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If you've been at a demonstration, or even at a store that seemed too crowded, get tested! You don't need symptoms.

Call our hotline at 210-207-5779 to schedule a no-cost diagnostic test.

Monday- Friday: 8:00 a.m. to 4:00 p.m.

Saturday-Sunday: 8:00 a.m. to 12:00 p.m.

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We have a COVID-19 Emergency Housing Assistance Program, funded with $25 million from various sources.

Residents seeking assistance should visit: https://sanantonio.gov/EmergencyHousingAssistance or call 311

Text HousingHelpSA to 41444 to donate to this fund.

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COMMUNICATION PORTALS:

San Antonio COVID-19 website:

https://covid19.sanantonio.gov

American Sign Language:

http://sat.ahasalerts.com/ActiveAlerts.aspx?id=1334

COVID-19 Hotline: 210.207.5779

Text COSAGOV to 55000 for text alerts

Ready South Texas app:

https://readysouthtexasapp.com

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COVID-19 is still in our community.

Wash your hands. Practice physical distancing. Wear a mask. Please be careful if you need to travel to a public space.

Thank you, San Antonio

Support Mayor Ron Nirenberg’s 50,000 Masks Campaign!

Our Humanitarian Chairman, Dr. Nelson Tuazon dropped off 800 masks on behalf of the Philippine American Chamber of Commerce to support Mayor Ron Nirenberg’s 50,000 Masks Campaign!