Speaker 1: Humber School of Health Sciences presents Conflict Management and Resolution 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 group's cohesion. It helps groups 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 a group's effectiveness. This video will demonstrate several conflict management and resolution strategies specific to the teacher-student relationship in the health care 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.

Speaker 2: But I didn't have time this morning to remove my earrings and nail polish. If I did, I would have been late, and then you would have sent me home, and I really can't afford to miss any more clinical. But it's not about missing clinical.

Speaker 3: It's about the 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 a work environment. But I don't even work here. I'm free labor. It's not fair.

Speaker 2: What's not fair? Everything. It's just the dress code's unreasonable.

Speaker 1: The student is frustrated that she cannot continue to dress as she wants while in the clinical setting. She is 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.

Speaker 3: I'm sorry you feel that way. Tell me, what's the school and the hospital policy dress code?

Speaker 2: Well, you have to wear your uniforms. They can't show your underwear. You have to wear white shoes, a name tag, no nail polish, no crazy hair colors, and, like, minimum to no jewelry. It's kind of like we're in prison.

Speaker 3: Prison? Come on. I don't have a key to lock you up. Seriously, what's the rationale behind the policy? Well, we're supposed to look like professionals. Okay, but I want you to think back to clinical orientation and what were the reasons given for having a dress code like this that's so strict? Something about safety and germs. You were listening.

Speaker 1: The teacher is tolerating the student's attitude and practicing conflict management and resolution strategy. Focus on the issues, not intent or personal position. She's not calling the student's 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 humor 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.

Speaker 2: So I'm not doing anything that I'm going to get my hands dirty. My patient can do her own morning care, and she's not confused. So she's not going to, like, rip out my earrings or anything. So does that make a difference, at least for today?

Speaker 3: Your patient's not confused right now, and she is doing her own morning care, but she's on narcotics. Her mental status could change. You know, the policy's not in place for just confused or dirty patients.

Speaker 2: Why is the policy in place? 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 is kind of gross, because these are definitely my sister's earrings. So what are your options for staying in clinical today? Well, I can go home, but to stay, I guess I'd have to take off my nail polish and earrings.

Speaker 1: 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 get to the hospital by 6.30 a.m., so the trip home is probably not worth it.

Speaker 3: I found some nail polish remover on the medicine cart. 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.

Speaker 2: Okay, I'm just going to keep my jewelry in my pocket if that's okay. That's okay, as long as your earrings aren't in your ears. Cool. When I'm done, I'll put the remover away and head right up there. Thank you, Rachel. No problem.

Speaker 1: 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 put forward her options for solving the problem and has kept the conversation neutral, with no intent to assume that there is a winner or 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.

Speaker 2: 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. All right, that's your choice.

Speaker 3: And you know, Rachel, you can't control everyone, just yourself. Um, what's the consequence of not taking off your earrings and your nail polish? Well, I shouldn't have to leave. My patient's not actually sick. 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. Yeah.

Speaker 1: The teacher has applied the fifth and last conflict management and 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 her option to walk away from the situation or defer to 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 situations can be a learning experience for students and a setting-the-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. Conflict 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 the teacher are there to step in if necessary. Remember, for the best success at conflict management and resolution, use the five conflict management and resolution 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. For more information, visit www.fema.gov