University Conflict Management Training Program: A Detailed Report

This report examines a conflict management training program designed for pediatric healthcare staff. The training, conducted over 18 months, included multidisciplinary groups and a tailored questionnaire to assess its immediate and long-term impact. The program focused on recognizing, managing, and de-escalating conflicts between staff, patients, and families. Key strategies included active listening, simulation exercises to enhance empathy, and de-escalation techniques such as reducing immediate responses and avoiding negative language. The report references studies highlighting the importance of these skills in improving patient outcomes and fostering trust. The analysis considers pre-training, post-training, and six-month follow-up data to evaluate the effectiveness of the intervention, providing insights into the implementation of conflict resolution strategies in a healthcare setting.

CONFLICT
MANAGEMENT
PRINCIPLESName of the Student
Name of the University

Conflict management step
◦ The training sessions were conducted for 4 hours.
◦ The participants were divided into multidisciplinary groups, each having maximum
15 staff (Forbat et al., 2017).
◦ The training was imparted over a duration of 18 months.
◦ A tailored questionnaire was premeditated to decide the direct and long-term
influence of the training program.
◦ Responses were collected at three intervals namely, (i) before training, (ii) after
training, and (iii) at 6 months follow-up.

Strategies
◦ Selecting to deal with conflict is necessary in order to establish trust amid the
patients.
◦ The strategy was based on an innovative training program that had been
developed for the staff working in pediatric hospital (Forbat et al., 2017).
◦ The training focused on providing assistance to the staff for recognizing,
effectively managing and deescalating conflicts.

Strategies
◦ Training provided information on factors that trigger conflict between healthcare
professionals and patients.
◦ The training focused on implementation of the active listening tool that greatly
helps in optimizing patient outcomes
◦ This skill helps nurses to demonstrate the willingness that the concerns of the
patients will be addressed (Haley et al., 2017).

Strategies
◦ The training program also included simulation exercises that motivated the staff to
sympathize with the patients and their family members.
◦ Demonstrating empathy facilitates breaking down the obstacles that impede an
amicable health outcomes.
◦ Simulation also provides the opportunity to enhance the decision-making and
clinical skills through a range of real-life medical experiences (Kim, Park & Shin,
2016).

Strategies
◦ The training also taught different sills that helped in de-escalating conflicts.
◦ Some de-escalation steps include making conscious attempts for reducing
responses and preventing immediate reply.
◦ Turning conversations with patients towards a constructive way and avoiding
negative language also prevent conflict with patients (Arveklev et al., 2018).

References
Arveklev, S. H., Berg, L., Wigert, H., Morrison-Helme, M., & Lepp, M. (2018).
Learning about conflict and conflict management through drama in nursing
education. Journal of Nursing Education, 57(4), 209- 216.
Forbat, L., Simons, J., Sayer, C., Davies, M., & Barclay, S. (2017). Training paediatric
healthcare staff in recognising, understanding and managing conflict with
patients and families: findings from a survey on immediate and 6-month
impact. Archives of disease in childhood, 102(3), 250-254.
Haley, B., Heo, S., Wright, P., Barone, C., Rettiganti, M. R., & Anders, M. (2017).
Relationships among active listening, self-awareness, empathy, and patient-
centered care in associate and baccalaureate degree nursing
students. NursingPlus Open, 3, 11-16.
Kim, J., Park, J. H., & Shin, S. (2016). Effectiveness of simulation-based nursing
education depending on fidelity: a meta-analysis. BMC medical
education, 16(1), 152.

Thank you!