Bobbie Ann Adair White is an adjunct associate professor, MGH Institute of Health Professions, Health Professions Education, Boston, Massachusetts.
Heath D. White is the chair for the Critical Care Council, Baylor Scott & White Health, Division of Pulmonary, Critical Care & Sleep Medicine, Temple, Texas and an assistant professor, Texas A&M University, College of Medicine.
Am J Crit Care. 2020 Nov 1;29(6):e135-e138. doi: 10.4037/ajcc2020886.
Conflicts in medical settings affect both team function and patient care, yet a standardized curriculum for conflict management in clinical teams does not exist.
To evaluate the effects of an educational intervention for conflict management on knowledge and perceptions and to identify trends in preferred conflict management style among intensive care unit workers.
A conflict management education intervention was created for an intensive care team. The intervention was 1 hour long and incorporated the Thomas-Kilmann Conflict Mode Instrument as well as conflict management concepts, self-reflection, and active learning through discussion and reviewing clinical cases. Descriptive statistics were prepared on the participants' preferred conflict management modes. A pretest/posttest was analyzed to evaluate knowledge and perceptions of conflict before and after the intervention, and 3 open-ended questions on the posttest were reviewed for categories.
Forty-nine intensive care providers participated in the intervention. The largest portion of participants had an avoiding conflict management mode (32%), followed by compromising (30%), accommodating (25%), collaborating (9%), and competing (5%). Pretest/posttest data were collected for 31 participants and showed that knowledge (P < .001) and perception (P = .004) scores increased significantly after the conflict management intervention.
The conflict management educational intervention improved the participants' knowledge and affected perceptions. Categorization of open-ended questions suggested that intensive care providers are interested in concrete information that will help with conflict resolution, and some participants understood that mindfulness and awareness would improve professional interactions or reduce conflict.
医疗环境中的冲突不仅会影响团队功能，还会影响患者的护理，但目前并没有针对临床团队的冲突管理的标准化课程。
评估针对冲突管理的教育干预对知识和认知的影响，并确定重症监护病房工作人员对冲突管理风格的偏好趋势。
为重症监护团队创建了一个冲突管理教育干预措施。该干预措施持续 1 小时，采用托马斯-基尔曼冲突模式工具以及冲突管理概念、自我反思，并通过讨论和审查临床案例进行主动学习。对参与者的首选冲突管理模式进行了描述性统计。对干预前后的知识和认知进行了预测试/后测试分析，并对后测试的 3 个开放性问题进行了分类审查。
共有 49 名重症监护提供者参加了干预措施。最大比例的参与者（32%）采用了避免冲突的管理模式，其次是妥协（30%）、包容（25%）、协作（9%）和竞争（5%）。对 31 名参与者进行了预测试/后测试数据收集，结果表明，知识（P<0.001）和感知（P=0.004）得分在冲突管理干预后显著提高。
冲突管理教育干预提高了参与者的知识水平，并影响了他们的认知。开放性问题的分类表明，重症监护提供者对有助于解决冲突的具体信息感兴趣，一些参与者理解到正念和意识将改善专业互动或减少冲突。
