Conflict resolution skills of nursing students in problem-based compared to conventional curricula.

PURPOSE

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.

METHOD

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.

FINDINGS AND CONCLUSION

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.