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Narrator: Conflict is normal, it may be uncomfortable, we may try to avoid it, however, it is a natural
consequence of interactions. Research supports use of positive conflict management, and resolution
skills to facilitate positive outcomes for less than ideal situations. Conflict is essential
to a groups cohesion, it helps groups to identify areas of common values, provides greater group
stability through shared belief, helps to balance the differences between extreme positions
and helps to clarify roles and structures. To have effective conflict, it is necessary
to create a safe environment. Frequently, if managed constructively, conflict can be
a strong indicator of group's effectiveness.
This video will demonstrate several conflict management and resolution strategies specific
to the teacher-student relationship in healthcare setting. We're going to cover five conflict
management and resolution strategies over the next minutes. The five conflict management
and resolution strategies are: separate the person from the problem, focus on the issues,
not intent or personal position, generate a variety of options, base agreement on objective
criteria, and prepare for failure before it happens.
Student: ...But, I didn't have time this morning to remove my earrings or nail polish, if I
did, I would have been late and then you would have send me home, and I really can't afford
to miss anymore clinical.
Teacher: But it's not about missing clinical, it's about policy that we have in place for
you to not wear jewelry, and not to wear nail polish in the work environment, and this is
the work environment.
Student: But I don't even work here, I'm free labour. It's not fair.
Teacher: What's not fair?
Student: Everything, it's just, the dress code is unreasonable.
The student is frustrated that she cannot continue to dress as she wants when in the
clinical setting. She has neglected to remove jewelry and nail polish according to both
the school and hospital policies. The teacher is applying the conflict management and resolution
strategy of separating the person from the problem.
She's maintaining a neutral, calm tone of voice, and talking about the problem, not
the student. She's taking the time to listen to the student's frustration before she moves
on in the conversation. She knows that the relationship needs to be preserved.
Teacher: I'm sorry you feel that way. Tell me, what's the school, and the hospital policy
dress code?
Student: Well, you have to wear your uniforms, they can't show your underwear, you have to
wear white shoes and name tag, no nail polish, no crazy hair colours, and like, a minimum
to no jewelry. It's kind of like we're in prison.
Teacher: Prison, come one, I don't have a key to lock you up. Seriously, what's the
rationale behind the policy?
Student: Well, we're supposed to look like professionals.
Teacher: Okay, but I want you to think back about clinical orientation, and, what were
the reasons given for having a dress code like this that so strict?
Student: Um, something about safety and germs.
Teacher: You were listening!
Narrator: The teacher is tolerating the student's and practicing conflict management and resolution
strategy.
Focus on the issues, not intent or personal position, She's not calling the student names
like stubborn or disrespectful, she's making "I" statements, instead of "you" statements,
she's not assuming the motives of the student for appearing at clinical with jewelry and
nail polish on. She's using humour appropriately to convey that although they are in conflict,
at the moment, there is still a trusting relationship underneath the issue. She used an apology
appropriately at the beginning of the conversation, by acknowledging the student's frustration.
Student: So I'm not doing anything that I will get my hands dirty, my patient can do
her own morning care, and she's not confused, so she's not going to rebel on my earrings
or anything, so does that make a difference, at least for today?
Teacher: Your patient's not confused right now, and she is doing her own morning care,
but she's on narcotics, her mental status can change. You know the policy is not in
place for just confused or dirty patients. Why is the policy in place?
Student: Because I guess jewelry and nail polish can carry germs around and spread them
to other patients, or I can take them home. I guess that's definitely gross, because these
are my sister's earrings.
Teacher: So what are your options for staying in clinical today?
Student: Well, I can go home. But to stay, I guess I have to take off my nail polish
and earrings.
Teacher: The teacher is slowly guiding the student to recognize the rationale for the
dress code, and come up with options, for solving her problem. She's focusing on the
conflict management and resolution strategy of generating a variety of options. The teacher
is asking a lot of questions instead of lecturing the student on the dress code. She's allowing
time for the student to investigate and establish options. The teacher has given the student
equal opportunity to present her case. The student could choose to go home, however,
that would not be beneficial to her clinical progress, and she did already make the effort
to go to the hospital by 6:30 a.m., so the trip home is probably not worth it.
Student: I found some nail polish remover on the medicine cart.
Teacher: That's good! We're going to have to hurry because reports started about 10
minutes ago, and your patient has an ultrasound later this morning.
Student: Okay, um, I'm just going to keep my jewelry in my pocket if that's okay.
Teacher: That's okay, as long as you' re earrings aren't in your ear.
Student: Cool, when I'm done, I'll put the remover away and head up there.
Teacher: Thank you Rachel!
Student: No problem.
Narrator: The teacher has supported the student to a resolution by practicing the conflict
management and resolution strategy of basing agreement on objective criteria. She's allowed
the student to out forward her options for solving the problem, and has kept the conversation
neutral with no intent to assume that there is a winner or a loser in the conversation.
She's given the student a timeline to implement the problem solving option without demanding
that the student do something right now.
Now, the situation could have easily gone another direction if the student refused to
take off her jewelry or nail polish. Let's see.
Student: So you know what, I think it's really dumb that I can't stay here like this today.
My patient's not sick, I'm not taking off my earrings or my nail polish. I saw a nurse
on this unit wearing nail polish and big earrings.
Teacher: Alright, that's your choice, and you know Rachel, you can't control everyone,
just yourself. What's the consequence of not taking off your earrings and your nail polish?
Student: Well, I shouldn't have to leave. My patient's not actually sick.
Teacher: Okay, so according to the hospital policy and the school policy, you have to
leave the unit if you have your nail polish and your jewelry on. You know, maybe tomorrow
you'll come a little bit more prepared for clinical.
Narrator: The teacher has applied the fifth and last conflict management resolution strategy:
prepare for failure, before it happens. Both she, and the student know the outcome if the
student does not remove the jewelry and nail polish. The student can't stay in the clinical
setting.
The teacher has been patient and persistent throughout the conversation, but has given
the student the option to make the final choice. The teacher has maintained the option to walk
away from the situation, or differ from the student's autonomy.
The teacher has made sure that the student understands that both of them have worked
to come to a resolution, and she has never forgotten to treat the student as she would
want to be treated. Conflict is normal, conflict situation can be a learning experience for
students, and a "setting a bar" situation for teachers. In this situation, the student
had two options, to abide by the dress code, or leave. The teacher gently but firmly applied
the dress code principles along with good conflict management and resolution strategies
to determine an outcome. For certain, the student will consider the situation when she
is getting dressed for clinical tomorrow morning. Conflicts should be dealt with as soon as
possible. It should not be left to fester from week to week. Students should be encouraged
to resolve conflicts on their own, but know that you as your teacher are there to step
in if necessary.
Remember, for the best success at conflict management and resolution, use the five following
conflict management and resolutions strategies: separate the person from the problem, focus
on the issues, not intent or personal position, generate a variety of options, base agreement
on objective criteria, and prepare for failure before it happens.