College of Nursing, The Catholic University of Korea, 222, Banpo-daero, Seocho-gu, Seoul 06591, Republic of Korea.
Nurse Educ Today. 2021 Aug;103:104951. doi: 10.1016/j.nedt.2021.104951. Epub 2021 May 4.
Conflict among nurses within the healthcare system negatively impacts them and patient outcomes. Therefore, it is essential to prepare nursing students for conflict resolution in clinical practice.
This study aimed to develop a conflict resolution training program based on the situated learning theory (SLT) for nursing students and to verify the impact of the program on abilities of communication, problem-solving, and conflict resolution.
This quasi-experimental study was conducted using a non-randomized control group pretest and posttest design.
A college of nursing with the main campus in South Korea.
The subjects were 48 senior nursing students in the last semester of their nursing program.
The program was developed based on the SLT. It was delivered to the experimental group (90 min per session, a total of eight sessions) while the control group received no intervention. Data were analyzed with χ-test, Fisher's exact test, unpaired t-test, Mann-Whitney U test, repeated-measures ANOVA, and Bonferroni correction using SPSS/WIN 25.0 program.
There were significant interactions between group and time in problem-solving ability (p = 0.048) and subjective conflict resolution ability (p = 0.005). Problem-solving ability and subjective conflict resolution ability in the experimental group significantly improved compared to the control group based on post-hoc test. After the program, objective conflict resolution ability was significantly higher in the experimental group than the control group (p < 0.001). For communication ability, there was a significant interaction between group and time (p = 0.046). However, it showed no significant difference between the two groups in a post-hoc test.
The conflict resolution training program based on the SLT was found to be effective in improving the abilities of problem-solving and conflict resolution of nursing students.
医疗体系内护士之间的冲突会对他们自己和患者的结局产生负面影响。因此，培养护理学生在临床实践中解决冲突的能力至关重要。
本研究旨在基于情境学习理论（SLT）为护理学生开发一个冲突解决培训方案，并验证该方案对沟通、问题解决和冲突解决能力的影响。
这是一项使用非随机对照群组预测试和后测试设计的准实验研究。
韩国某护理学院，主校区。
研究对象为护理专业最后一个学期的 48 名高年级护理学生。
该方案是基于 SLT 开发的。将其提供给实验组（每次 90 分钟，共 8 次），而对照组则不进行干预。使用 SPSS/WIN 25.0 程序，通过 χ2 检验、Fisher 确切检验、非配对 t 检验、Mann-Whitney U 检验、重复测量方差分析和 Bonferroni 校正对数据进行分析。
在解决问题的能力（p=0.048）和主观冲突解决能力（p=0.005）方面，组间和时间间存在显著交互作用。与对照组相比，实验组的问题解决能力和主观冲突解决能力在经过后测后显著提高。在方案实施后，实验组的客观冲突解决能力明显高于对照组（p<0.001）。在沟通能力方面，组间和时间间存在显著交互作用（p=0.046）。然而，在后测中两组之间没有显示出显著差异。
基于 SLT 的冲突解决培训方案被发现能有效提高护理学生解决问题和冲突的能力。
