Constructive Criticism versus Disciplinary Actions on a Nursing Unit - Essay Example

?Constructive criticism versus disciplinary actions on a nursing unit I. Constructive Criticism vs Disciplinary Actions on a nursing unit A. Define constructive criticism vs disciplinary actions 1. Constructive construction is an important part of the manager's role. Some effectively delivered skills are important for the employee to do a job well. Constructive criticism involves the process of giving logical and valid opinions about the activities, actions, and work of other people, both the positive and negative opinions in a friendly and non-oppositional tone (Kennedy, 2006). On the other hand, disciplinary actions are means of dealing with unfavorable job-related behavior, especially those which do not meet with work and performance standards (US Legal, 2012). The primary purpose of these actions is to support the employee in understanding that performance issues for improvement exist. It is basically a way of imposing discipline for the employees (Hessler and Humphreys, 2008). While constructive criticisms provide a means for the employee to re-evaluate his actions and further improve on these, disciplinary actions are imposed punishment for failing to live up to the standards of the practice (Kennedy, 2006). Constructive criticism is more palatable for employees who can choose to consider the criticism as a means of improving their practice; however disciplinary actions are mostly met with disfavor due to its final and imposing nature on the work of employees (Hendren, 2011). B. What are likely outcomes to delivered action? 1. In order to deliver the necessary actions while still retaining employee productivity, it is important to first identify the unacceptable action, specifically indicating what the staff member is doing or is failing to do well (Hendren, 2011). The focus in effect is in the action, not the behavior or his personality. Specifying what the employee did wrong is also an essential part of achieving the best outcomes in establishing constructive criticism (Nursing Times, 2007). It is also important to explain the outcome, which behavior is not acceptable and how the action negatively impacts on productivity and on patient outcomes. Descriptive terms must also be used in order to establish how the behavior is wrong and how such behavior can be changed (Nursing Times, 2007). The expectations must also be indicated and clearly established from the very start. The employee must know what behavior is unacceptable and the various actions which can be applied to improve behavior. 2. Personal feelings must also be set aside when giving constructive criticism. There are various outcomes to delivered action and for employees, their actions may produce unfavorable or favorable outcomes (Nursing Times, 2007). In giving feedback to employees, personal and subjective opinions have to be set aside (Clynes and Raftery, 2008). Saying to the employee that they are “useless” is an unnecessary comment and achieves nothing except feelings of discontent in the employee. It degrades the employee and makes his performance even worse (Nursing Times, 2007). Instead, the focus of the criticism must be on the activity, what was not done, what was done well, and what the criticism would be expected to achieve. The criticism must also be clear and concise, as well as professional, indicating positive feedback with information on how to improve actions and performance (Hendren, 2011). Asking the employee how he feels about his performance is a means of achieving improved outcomes and constructive benefits for the overall nursing profession. The manner of giving the feedback must focus on the problem, not the individual (Hendren, 2011). It must be direct and not contain any mixed and confusing elements. It must also be given in person and in private, preventing any embarrassment for individuals involved. The employee should also be involved in the discussion, allowing him to express his issues with his work, and inquiring about his coping skills and difficulties (Nursing Times, 2007). This makes them part of the solution, not a part of the problem. Solutions are the goals of positive feedback, not the pressuring of a person to produce positive and favorable solutions. 3. Rules should not vary for same infraction a. Clearly state forms of disciplinary action in advance. The employee should be aware of the rules and these rules must be consistently applied to each employee, without any exceptions or special considerations (Westrick and Dempski, 2008). The disciplinary actions must also be indicated ahead of time, without any surprise on the part of the employee and with sufficient notice and reason given for the object requiring disciplinary action. 1) Written warning. Written warning often comes in the form of a formal notice handed to the employee with adequate details on the matter of disciplinary action, the date of the incident, the necessary provisions of the hospital or of the nursing practice which was violated, and the corresponding punishment or disciplinary action, including its gravity, implications, and duration (Westrick and Dempski, 2008). 2) Suspended without pay. Possible repercussions including the suspension of the employee without pay would have to be included in the notice and in the disciplinary action (Masters, 2009). Any supporting provisions of the law and of the nursing profession must be cited and the amount as well as the duration of the suspension would have to be indicated in the notice and in the subsequent discussions with the employee (Revell and McCurry, 2010). 3) Dismissal. Dismissal may be the ultimate consequence of disciplinary actions. The dismissal must be based on labor law provisions, with the notice clearly indicating the provisions of the law supporting the decisions for the dismissal (Burhans, et.al., 2012). Moreover, the process of dismissing employees must follow due process, and must not violate the basic rights of the employee concerned (Burhans, et.al., 2012). b. Not all negative actions may immediately require disciplinary action. Instead, negative actions can initially merit constructive criticism, especially when the negative action is a minor infraction or is a first infraction (Finkelman and Kenner, 2012). Opportunities for learning and improvement must be given to employees in order to assist them in their growth. C. Were there incidents when infractions were allowed to slide? 1. What was the incident? In incidents which were allowed to slide, the severity of the infraction must be considered in order to determine the disciplinary action (Finkelman and Kenner, 2012). In other words, disciplinary action must be commensurate with the incident. 2. What could have been discipline? a. The discipline could have been based on ways by which the behavior and actions can be improved and how the performance of the employee can be changed (Burhans, et.al., 2012). Assessing how the disciplinary action impacted on the employee necessarily includes important elements of improvement for the manager offering the criticism. D. Few employee discipline matters are simple. 1. Investigate the matter thoroughly. Discipline for the employee is not necessarily a complicated process (Raper and Hudspeth2008). However, it is important for the managers to investigate the incident giving rise to the disciplinary matter, establishing the pertinent details, and assessing its overall goals. 2. Put it in writing. Disciplinary measures must also be in writing, with indications on what, where, when, and on how such disciplinary measures would be implemented (Westrick and Dempski, 2008). 3. Make decision and stand by it. The managers must also be firm on any decisions they make without faltering in their goals or in their disciplinary actions (Westrick and Dempski, 2008). II. Be respectful and professional. You might be able to turn around a valuable employee. There is no point in being rude and unprofessional to an employee because it cannot achieve positive and favorable goals for the employee (Burhans, et.al., 2012). References Burhans, L., Chastain, K., George, J. (2012). Just culture and nursing regulation: learning to improve patient safety. Journal of Nursing Regulation, 2(4). Clynes, M. and Raftery, S. (2008). Feedback: An essential element of student learning in clinical practice. Nurse Education in Practice, 8: 405–411 Finkelman, A. and Kenner, C. (2012). Professional nursing concepts: competencies for quality leadership. New York: Jones & Bartlett Publishers. Hendren, R., 2011. Ask the expert: Constructive criticism during nursing competency assessment. Retrieved 06 July 2012 from http://www.hcpro.com/NRS-274131-868/Ask-the-expert-Constructive-criticism-during-nursing-competency-assessment.html Hessler, K. and Humphreys, J. (2008). Student evaluations: advice for novice faculty. J Nurs Educ., 47(4): pp. 187-9. Kennedy, M. (2005). What is constructive criticism? Retrieved 06 July 2012 from http://www.gather.com/viewArticle.action?articleId=281474976742561 Nursing Times. (2007). Giving constructive feedback. Retrieved 07 July 2012 from http://www.nursingtimes.net/giving-constructive-feedback/215184.article Raper, J. and Hudspeth, R. (2008). Why board of nursing disciplinary actions do not always yield the expected results. Nursing Administration Quarterly, 32(4), p. 338-345 Revell, S. and McCurry, M. (2010). Engaging millennial learners: effectiveness of personal response system technology with nursing students in small and large classrooms. J Nurs Educ., 49(5): pp. 272-5. US Legal (2012). Disciplinary action law & legal definition. Retrieved 06 July 2012 from http://definitions.uslegal.com/d/disciplinary-action/ Westrick, S. and Dempski, K., (2008). Essentials of nursing law and ethics. New York: Jones & Bartlett Learning. Read More