Seren Seyda, Ustun Besti
Nursing Management Department, Dokuz Eylül University School of Nursing, 35340 Inciralti, Izmir, Turkey.
Nurse Educ Today. 2008 May;28(4):393-400. doi: 10.1016/j.nedt.2007.07.005. Epub 2007 Sep 10.
This descriptive research aimed to identify and compare the conflict resolution skills of nursing students enrolled in a problem based learning (PBL) or conventional curriculum.
The setting for the research was two nursing schools at public universities in Istanbul and Izmir, Turkey. The sample included 255 students enrolled in Conventional Method School and 141 students in the PBL School. A questionnaire consisting of four sociodemographic questions and the 55-item Conflict Resolution Skills Scale (CRSS) was used to collect data. Independent t-test was used to determine differences in conflict resolution skill levels between students in the conventional and PBL schools.
The total conflict resolution skills scores and sub-scale (empathy, listening skills, requirement-based approach, social adaptation and anger management) scores of the students educated by PBL were significantly higher than those educated by the conventional method of education. This suggests that the emphasis on interpersonal skills, team communication and self-awareness that are a part of the PBL curriculum should become a focus in conventional curricula as well. These same skills and abilities should be more prominent in conventional schools of nursing as they become more student-focused.
本描述性研究旨在识别和比较参加基于问题的学习（PBL）课程或传统课程的护理专业学生的冲突解决技能。
研究地点为土耳其伊斯坦布尔和伊兹密尔公立大学的两所护理学院。样本包括传统方法学院的255名学生和PBL学院的141名学生。使用一份由四个社会人口统计学问题和55项冲突解决技能量表（CRSS）组成的问卷收集数据。采用独立t检验来确定传统学院和PBL学院学生在冲突解决技能水平上的差异。
接受PBL教育的学生的冲突解决技能总分及子量表（同理心、倾听技巧、基于需求的方法、社会适应和愤怒管理）得分显著高于接受传统教育方法的学生。这表明，作为PBL课程一部分的人际交往技能、团队沟通和自我意识方面的重点，也应成为传统课程的重点。随着传统护理学院更加以学生为中心，这些相同的技能和能力应更加突出。
