Conflicts Scenarios and their Management in Nurse Education Settings

Conflicts Scenarios and their Management in Nurse Education Settings
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Conflict Scenarios and their Management in Nurse Education Settings
Conflicts are inevitable in health care education settings that characterize nursing work. Such conflicts may arise in three different scenarios, namely: 1) Student-student conflicts, 2) Instructor-student conflicts, and 3) Instructor-colleague conflicts. The ability to manage cases of incivility is critical for the nursing field as it realizes the best outcomes in such challenging scenarios. It is also noteworthy that the competence to manage conflicts requires not only theoretical training but also practical education in class or during nursing work (Arveklev et al., 2018). Consequently, learning about conflict management does not only apply to students but also for their instructors and other practising nurses. This paper creates examples for each of the scenarios above and proposes strategies for minimizing and managing the conflicts.
A student-student scenario may arise when they disagree on how to prioritize tasks during ward round training. One student might consider it essential to help a patient in the course of a highly draining emotional display. However, another student may find it more pressing to attend to a patient dealing with an urgent medical problem such as a bleeding patient. In this scenario, the students may clash with each other on where correctly to direct their attention. To deal with such a misunderstanding, the student nurses should possess essential attitudes, including leadership, teamwork, and communication, to achieve the best possible conflict management outcomes. Accordingly, Beserra et al. (2018) opine that nurses in their continuing education should realize that their professional work requires them to strengthen skills indispensable for successful care of the sick in the future.
Instructor-student conflicts may also arise when educators and learners disagree. Such a scenario may result due to the demanding nature of the medical field. In the foregoing, an instructor may pile up too much work for their students leading to a situation where the learners express their displeasure. Under these circumstances, the instructor might understandably be doing what they think is best for their students to attain a high quality of nursing education. However, to improve conflict management for this scenario, the instructor needs to employ an evidence-based approach. Clark (2017), presents an evidence-b...