Disciplining in Nursing

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2. Discipline in Nursing
Education
Mrs Deepa P
Assistant Professor
Govt College of Nursing
Alappuzha
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4. Discipline
Meaning
Discipline- disciples (Pupils) + Descipere
(to comprehend), disciplina- instruction,
knowledge
Applying standards in a consistent,
flexible & fair manner.
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5. Definition
 Discipline is defined as a training or
moulding of the mind and character to
bring about desired behaviours.
 Discipline refers to working in
accordance with certain recognized
rules, regulations and customs, whether
they are written or implicit in character.
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6. Definition
A branch of knowledge and the
treatment suited to a disciple or learner
in education; development of the
faculties by instructions, exercise and
training, whether physical, mental, or
moral.
Dr Jane Nelsen, 2002
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7. Discipline consists in the submission of
one’s impulses & powers to a regulation
which imposes form upon chaos & brings
efficiency & economy where there would
otherwise be ineffectiveness and waste.
Sir Thomas Percy Nunn
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8. Contd..
 Discipline is a virtue……
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9. Indiscipline
 Means disorderliness
 Insubordination
 Not following rules and regulations of an organisation
 Symptoms
 Change in normal behaviour
 Absenteeism
 Apathy
 Slow progress
 Increase in number and severity of grievances, lack of
concern for performance, demanding
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10. Aims of discipline
1. To create & maintain desirable conditions in the
teaching-learning situation & thus to achieve
objectives
2. To create favorable attitude towards the
establishment & maintenance of conditions essential
to effective work, in order to achieve the desired
objectives.
3. To assist the development of self-control &
cooperation which are regarded as essential traits in
the daily living as well as professional functioning.
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11. Aspects of discipline
 Positive
 Negative
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12. Positive aspect
 Take the form of positive support and reinforcement
 Aim is to help the individual in molding his behaviour
and developing in a corrective and supportive
manner.
 Constructive discipline or self discipline
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13.  Forces the students to obey orders and function in
accordance with set rules
 They are not told why they are punished
 Corrective, punitive or autocratic approach
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Negative aspect

14. Principles of discipline
1. In harmony with the total goals of education
2. Based on and controlled by love and not by
fear.
3. Positive & constructive.
4. Ensure quality of justice to all, respect for
individual rights & dignity and a humanitarian
treatment of the same.
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15. Contd..
5. Means for successful implementation of the
educational program
6. Disciplinary policies and procedures should be
primarily preventive, secondarily corrective, and
never retributive.
7. Situation specific disciplinary actions followed by
counselling.
8. It is something which the teacher helps the children
to attain, not something the teacher maintains.
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16. Contd…
9. Disciplines in personal- make talk in private
10.Relate the act of misconduct to the act of correction
(educative)
11.Avoid collective punishments – it can provoke
unnecessary resentment
12. Never allow disciplinary procedures to interfere with
the educational opportunities.
13. Serious cases only to be referred further
14.Seek professional help if needed
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17. Approaches to discipline
 Human relations approach
 Treated as human being
 His acts of indiscipline are dealt- human values,
aspiration, needs, goals, behaviour etc
 Helped to correct his deviations
 Human resources approach
 Treated as a resource
 His acts of indiscipline are dealt- failure in development,
maintenance and utilisation of human resources
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18. Contd…
 Group discipline approach
 Group set the standards for discipline and punishments
for the deviation
 Leadership approach
 A superior administers the rules of discipline and guides,
trains and controls the subordinates regarding disciplinary
rules
 Judicial approach
 Cases are dealt on basis of legislation and court
decisions
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19. APPROACHES OF
DISCIPLINE
 Traditional Approach
 Developmental Approach
 Positive Discipline Approach
 Self Controlled Discipline Approach
 Enforced Discipline Approach
 Constructive Vs Destructive Discipline
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20. Traditional approach
 Authoritarian discipline
 Traditional form
 Authority of old over young
 Punishment for undesirable behaviour
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21. Developmental approach
 More consistent with developmental-constructivist
education.
 Children are viewed as having legitimate needs and
positive social motivations but sometimes choose
misguided means for satisfying their needs.
 Stress the importance of understanding the reasons
behind student misbehaviour.
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22. Positive discipline- Dr Jane
Nelsen
 Discipline is based on the
understanding that discipline must be
taught and that discipline teaches.
 Positive Discipline teaches adults to
employ kindness and firmness at the
same time, and is neither punitive nor
permissive.
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23. Concepts of positive discipline
 Mutual respect.
 Adults model firmness by respecting themselves and the needs of
the situation, and kindness by respecting the needs of the child.
 Identifying the belief behind the behaviour.
 Effective discipline recognizes the reasons kids do what they do
and works to change those beliefs, rather than merely attempting to
change behaviour.
 Effective communication and problem solving
skills.
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24. Concepts contd..
 Discipline that teaches (and is neither
permissive nor punitive).
 Focusing on solutions instead of
punishment.
 Encouragement (instead of praise).
 Encouragement notices effort and improvement,
not just success, and builds long-term self-esteem
and empowerment.
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25. contd
 Self controlled discipline
 Employee aligns his behavior with that
of the organization's official code of
conduct
 Get tuned to work at peak performance
by this discipline
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26. Contd..
 Enforced discipline
 Managerial directive enforces employee
to comply with the organization's rules
and regulations
 Enforced from above
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27. Constructive approach
 Self discipline
 Positive discipline
 Helping to grow
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28. Destructive approach
 Big stick approach
 Short term effect
 Demoralizing
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29. Types of discipline
 Authoritarian discipline – Traditional form –
Authority of old over young – Punishment for
undesirable behaviour
 Democratic discipline – Students & teachers
have mutual participation
 Self discipline – True discipline – Satisfy the
need for satisfying the need of self respect &
security. – Source of control largely within the
individual students
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30. Contd…
 Assertive discipline
Clear expectation for the required behaviour is set out by the teacher
Specific, concrete, & verbal praises are given for the desired
behaviour.
Negative reinforcement for the undesired behaviours.
Teacher is assertive in insisting on the application of the rewards &
sanctions .
Power resides with the teacher where choice is with the students
Teacher can tell explicitly about the desired behaviour and the
consequences; students can chose to obey or not to obey
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31. Preventive discipline
Preventing misbehaviour
To provide a stimulating curriculum that involves students so
successfully that they spend little time thinking of
misbehaving.
 Make your curriculum as worthwhile and enjoyable as
possible.
 Remember that students crave fun, belonging, freedom,
power, and dignity.
 Be pleasant and helpful.
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32. Preventive discipline contd
 Involve and empower your students by asking them
for input and help.
 Reach clear understandings with your students about
appropriate class conduct.
 Discuss and practice behaviours to which you have
jointly agreed.
 Continually emphasize good manners, self respect,
and respect for others.
 Be a role model.
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33. Supportive discipline
When signs of incipient misbehavior appear, bring supportive
discipline into play.
 Use signals directed to a student needing support.
 Learn to catch students' eyes and use head shakes,
frowns, and hand signals.
 Use physical proximity when signals are ineffective.
 Show interest in student work. Ask cheerful questions or
make favourable comments.
 Sometimes provide a light challenge: "Can you complete
five more before we stop?”
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34. Supportive discipline contd
 Restructure difficult work by changing the activity or
providing help.
 Give hints, clues, or suggestions to help students
progress.
 Inject humour into lessons that have become tiring.
Students appreciate it.
 Remove distractive objects such as toys, comics,
notes, and the like. Return them later.
 Acknowledge good behaviour in appropriate ways
and at appropriate times.
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35. Supportive discipline contd
 Use hints and suggestions as students begin to drift
toward misbehaviour.
 Show that you recognize students' discomfort: ask for
a few minutes more of focused work.
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36. Corrective discipline
 Stop disruptive misbehaviour. It is usually best not to
ignore it.
 Talk with the offending student or invoke a consequence
appropriate to the misbehaviour in accordance with class
rules.
 Remain calm and speak in a matter-of-fact manner.
 Follow through consistently on promised consequences.
 Redirect misbehaviour in positive directions.
 If necessary, talk with students privately about
misbehaviour. Ask how you can help.
 Be ready to invoke an insubordination rule for students
who refuse to stop misbehaving. 39

37. Nature of discipline
 Natural discipline
 Compulsive discipline
 Personal discipline
 Social discipline
 Supernatural discipline
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38. Natural discipline- through the natural
consequences
Compulsive discipline- Lowest level of discipline,
imposed from top to down. – External rules by
force – Establishment of permanent & proper
habits of conduct.
Personal discipline- Personality centered – It is
educative in nature
Social discipline- Group norms based – Self control
is exercised through the social context 41

39.  Supernatural discipline- relating
discipline with God
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40. Indiscipline in class
room
 Not attending
 Sleeping
 Lying
 Cheating
 Not studying
 Not completing home works and assignments
 Not punctual
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41. Indiscipline in clinical areas
 Gross negligence, disobedience
 No attitude and improper behaviour
 Not punctual
 Not considerate
 Not studying, laziness
 Not completing the assignments
 Absenteeism
 Leaving clinical area without
permission 44

42. Class-room disciplinary
measures
Desirable measures
 Personal conference
 Suggestions regarding
maintaining & adherence to
guidelines
 Deprivation of privileges
 Use of probation & honor
 Seating arrangements of the
students
Undesirable measures
 Use of threat, forced
apology
 Punishing the group for
the offense of one
student
 Use of students
misdeed as an example
 Nagging, scolding
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43. Measures to maintain class discipline
• Ensure that class room conditions are favourable to
the lesson planned
• Make sure that the teaching process doesn’t depress
the class morale
• Appropriate reinforcement on time
• Neither too friendly nor too remote with the students
• Watch for the signs of trouble very carefully
• Plan the class with desirable pace with appropriate
learning measures
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44. Contd…
• Be fair-mind & impartial- favouritism in any sense will
lead to withdrawal of co-operation and indiscipline
among students.
• Teacher must know when & how to punish (i.e. to
implement disciplinary measures)
• Ensure the necessity for a reprimand.
• Follow up all important disciplinary matters
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45. Indiscipline of an employee in Nursing institution
 Changes in behaviour
 Absenteeism
 Apathy
 Go slow at work
 Strikes and agitations
 Increase in number and severity of grievances,
persistent and continuous demand for raises,
allowances, lack of concern for performance
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46. Causes of indiscipline
 Neglect or deference of students / employee
grievances
 Faulty disciplinary action
 Wrong or improper attitude
 Wrong placement, remuneration or promotion
 Lack of well defined code of conduct
 Divide & rule policy
 An ill advised supervisor
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47. Errors in disciplining employees
 Delay in administering discipline
 Ignoring rule violation in hope that it is an isolated event
 Accumulations of rule violations, causing irritated
supervisor to become outrageous
 Failure to administer progressively severe sanctions
 Failure to document disciplinary actions accurately
 Imposing discipline disproportionate to the seriousness of
the offense
 Disciplining inconsistently
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48. Effective Discipline
 Condone the past
offences
 Build an agreement on
disciplinary rules
 Establish a disciplinary
committee
 Get disciplinary issues
investigated by the human
resources management or
administrative department 51

49. Types of punishment
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50. Oral warnings
 Used sparingly
 Repeated warnings can bring down the
morale
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51. Written warnings
 Whenever oral warnings not effective
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52. Loss of privileges and fines
 Fines may be charged
 Leave, canteen facilities may be cut
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53. Punitive suspension
 Employer prohibits the employee from
performing the tasks assigned to him
and the wages are withheld during the
period
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54. Withholding of increments
 Major punishment
 Withholds the annual increment of the
employee
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55. Demotion
 Reduced to a lower grade
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56. Termination
 Discharge and dismissal
 Discharge is less severe
 Gives agreed advance notice or pays money in
lieu of such notice
 Dismissal extreme kind of punishment
 Justified if the employee is incompatible with faithful
discharge of his duties and undesirable or against the
interests of the employer
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57. Contd..
 Discharge simpliciter
 Termination of the service of the
employee may not be on account of the
misconduct but for some other reason
which do not cause disgrace for him.
 The employee can challenge
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58. Follow up
Creating a climate for discipline
 Make rules, regulations, guidelines…
 Prepare managerial policies
 Clearly state that to whom each staff
has to report
 Have clear cut duties and
responsibilities for each job position
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59. Contd…
 Ensure proper and effective supervision
 Make a proper system of routine
activities
 Keep a record of the important activities
to be carried out
 Establish standards for each activity
 View discipline as a corrective measure
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60. Contd…
 Maintain consistency in disciplinary
actions
 Be clear about the disciplinary actions
and communicate them to all
 Make a manual of the issues and
distribute them among staff/ students
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64. References
 Sudha R. Nursing Education Principles and concepts. New Delhi: Jaypee
brothers;2013. p. 355-357.
 Sankaranarayanan B, Sindhu B. Calicut: Brainfill. New Delhi: Jaypee
brothers;2012.p. 281-287.
 Clement I. Management of Nursing Service and Education. 2 ed. New Delhi:
Elsevier;2015. p. 271-276.
 Neeraja KP. Textbook of Communication and Education Technology for Nurses.
New Delhi:Jaypee brothers; 2011. p. 573-585.
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