NR 510 Week 5 Discussion 2: Conflict Resolution Strategies

Sample Answer for NR 510 Week 5 Discussion 2: Conflict Resolution Strategies Included After Question

NR 510 Week 5 Discussion 2: Conflict Resolution Strategies

NR 510 Week 5 Discussion 2 Conflict Resolution Strategies

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Week 5: Conflict Resolution Strategies Discussion

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Leadership is not random. It is multifaceted and must be communicated as a stated plan to effect a change. Organizational leaders provide a vision and move others toward a common goal. This vision also reinforces the importance of teamwork in the workplace.

According to Buppert (2015), quality improvement and patient safety are inextricably intertwined. A work environment that supports teamwork and respect for other people is essential to promote patient safety and quality of care. Unprofessional behavior is disruptive and adversely impacts patient and staff satisfaction, the recruitment and retention of healthcare professionals, communication, teamwork and undermines a culture of safety. Unprofessional behavior is therefore unacceptable.

Discussion Question:

In this scenario, what evidence-based organizational strategies and management skills might you employ to resolve co-worker conflict? Reflect on conflict resolution strategies specifically for healthcare. How does teamwork increase patient safety? Provide evidence and rationales to support your decisions. Provide evidence and rationale to support your decisions.

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Collapse SubdiscussionHasan Mansoor

May 28, 2018May 28 at 12:27am

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A Sample Answer For the Assignment: NR 510 Week 5 Discussion 2: Conflict Resolution Strategies

Title: NR 510 Week 5 Discussion 2: Conflict Resolution Strategies

The purpose of this posting is to address an organizational strategy that would help to address the issue put forth in the scenario.  I will also look at management skills which may help to resolve some of the conflicts that are causing the distractions and compromising patient care.  The foundational strategy for any healthcare providing organization is to provide the best quality care to their patients. Anything that prevents the organization from striving toward that goal is an issue which needs to be addressed.  In the situation we are discussing, there are interpersonal conflicts which are inhibiting the organization and these must be stopped.  As a manager it is not my desire to get involved in the personal issues of the employees.  I would make this point clear to the MA and try to make it understood that when these events take place at work they are forcing my hand.  I would try to suggest ways in which they situation could be deescalated before it gets to yelling (Thomas, 2015).  I would also attempt to find ways for workers who do not function well together to not be placed in close proximity if that is possible.  I would also make it clear that patient safety is first and that the situation with the low BP will not be tolerated for any reason.  We are a team and there is potential conflict within all teams.  Regardless of the issues, it is important to understand that we win or lose as a team and not individuals.  A mistake by one can reflect on all and that is why we must all function as professionals at all times.  Close teams look out for the best interest of each other.  When we are all on the same page we mind not only our obligations, but we look for opportunities to help other team members reach their full potential.  Interpersonal conflict which festers can destroy this cohesion and eat at the fabric which holds the unit together.  This is among the greatest lessons one can learn from the military and is applicable in any organization.

Thomas, C. (2015). Identify Conflict Resolution Styles used by Nursing Professionals working in Clinical and Academic settings of selected Hospitals and Nursing Colleges of Southwestern Rajasthan. International Journal of Advances in Nursing Management, 3(3), 273. doi:10.5958/2454-2652.2015.00015.3

May 29, 2018May 29 at 4:31pm

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Great, Hasan. An important part of conflict resolution is to repeat what the staff has told us about their feelings. This helps to make sure we understand their concerns but what is another reason it is important to do this?

May 31, 2018May 31 at 11:11pm

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There are several reasons why engaging with the employees is important.  Through this type of dialog we can not only understand the issues but also shed light on the ways in which the staff perceives the problem and the possible solutions.  Relationships are only valid when each person in the relationship has a means to express themselves and can have their feelings validated.  Understanding how a person views the situation allows one to see with their eyes and open new possible resolutions which had not been clear prior.  If a employee sees that they are being heard, they feel as if they are respected and this builds morale.  This does not means the employee will get their way but rather that they can see that someone care about how they feel and is looking out for their interest and not just the interest of the company.  When we repeat the concerns of the staff we can more fully appreciate the depth of their concerns.

 

Katherine Storms

Katherine Storms

Jun 1, 2018Jun 1 at 8:42am

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Correct. Repeating the concerns also lets the employee know that we were listening and to make sure that we heard everything correctly before proceeding with a solution. It is kind of like a read back and verified order, they know we heard them and can correct anything we misunderstood.

Ashley Bloodgood

May 31, 2018May 31 at 4:25pm

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I completely agree, one cannot function at there most optimal capabilities when there are problems that arise on their team causing issues between your what is supposed to be cohesive unit.  Rain (2014) explained that “the lack of team collaboration and ineffective communication were the leading root causes for various types of negative outcomes” according to The Joint Commission. This article speaks more specifically to nursing care yet when speaking about a team,especially in healthcare, one must remember it is never as clear cut as the nursing team, nurse practitioner team, physician team, medical assistant team; we all function as a unit and must all be on the patient team. When two members of the team are arguing it is crucial for the rest of the team and patient for this to be corrected promptly and focused individuals to be back on the team to care for the patients.

Rahn, D. J. (2014). Transformational teams: Examining the relationship of nursing teamwork to patient outcomes (Order No. 3672069). Available from ProQuest Dissertations & Theses Global. (1651562934)

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Jun 3, 2018Jun 3 at 4:08pm

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Thank you for your response. I agree that patient safety is first, but unintended situations will arise at work that cause co-workers to conflict with each other. As a future nursing manager, I hope to have an open-door policy in which staff can express their feelings about situations that may cause them to slack on their duties. Conflicts at home and conflicts at work can sidetrack nurses if they are

not addressed. I have learned that the best managers are good listeners, and everyone needs a second chance. Nurses are under a great deal of pressure at home and at work, and they cannot be expected to internalize their emotions all the time. As nursing leaders we must get in the habit of listening to patient and staff concerns. Yes, we want the day to flow seamlessly, but that would be ideal. According to Jahromi et al., (2016), the nursing manager is responsible for creating a safe, healthy, and productive environment. Active listening and developing a compassionate attitude can go a long way when having to manage patients and staff and everyone is complaining.

Reference: NR 510 Week 5 Discussion 2: Conflict Resolution Strategies

Jahromi, V. K., Tabatabaee, S. S., Abdar, Z. E., & Rajabi, M. (2016). Active listening: The key of successful communication in hospital managers. Electronic Physician, 8(3), 2123–2128. Retrieved from http://doi.org/10.19082/2123

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NR 510 Week 5 Discussion 2: Conflict Resolution Strategies Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

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