TY - JOUR
T1 - An integrative review on conflict management styles among nursing students
T2 - Implications for nurse education
AU - Labrague, Leodoro J.
AU - McEnroe – Petitte, Denise M.
N1 - Publisher Copyright:
© 2017 Elsevier Ltd
PY - 2017/12
Y1 - 2017/12
N2 - Objectives Nurse education plays a critical role in the achievement of conflict management skills in nursing students. However, a wider perspective on this concept has not been explored. This paper is a report of a review appraising and synthesizing existing empirical studies describing conflict management styles among nursing students. Design An integrative review method guided this review. Data Sources Five (5) bibliographic databases (CINAHL, Medline, Psych Info, Embase and SCOPUS) were searched to locate relevant articles. Review Methods An electronic database search was performed in December 2016 to locate studies published from 2007 onwards. The search words included: ‘conflict’, ‘management resolution’, ‘management style’, ‘management strategy’, ‘nursing’, ‘student’. Thirteen (13) articles met the inclusion criteria. Results Nursing students preferred ‘constructive/positive conflict management styles’ when handling conflicts. However, more studies are needed to identify factors that may affect their choice of styles. Further, this review emphasizes the need for empirical studies to identify appropriate interventions that would effectively enhance nursing students' skills in managing conflicts using rigorous methods. Conclusions Nursing faculty play a critical role in teaching, training, and modeling constructive conflict resolution styles in nursing students. Simulation scenarios, reflective exercises, and role playing may be useful to facilitate such learning in choosing constructive conflict management styles. Structured training programme on conflict management will assist nursing students develop positive conflict management styles.
AB - Objectives Nurse education plays a critical role in the achievement of conflict management skills in nursing students. However, a wider perspective on this concept has not been explored. This paper is a report of a review appraising and synthesizing existing empirical studies describing conflict management styles among nursing students. Design An integrative review method guided this review. Data Sources Five (5) bibliographic databases (CINAHL, Medline, Psych Info, Embase and SCOPUS) were searched to locate relevant articles. Review Methods An electronic database search was performed in December 2016 to locate studies published from 2007 onwards. The search words included: ‘conflict’, ‘management resolution’, ‘management style’, ‘management strategy’, ‘nursing’, ‘student’. Thirteen (13) articles met the inclusion criteria. Results Nursing students preferred ‘constructive/positive conflict management styles’ when handling conflicts. However, more studies are needed to identify factors that may affect their choice of styles. Further, this review emphasizes the need for empirical studies to identify appropriate interventions that would effectively enhance nursing students' skills in managing conflicts using rigorous methods. Conclusions Nursing faculty play a critical role in teaching, training, and modeling constructive conflict resolution styles in nursing students. Simulation scenarios, reflective exercises, and role playing may be useful to facilitate such learning in choosing constructive conflict management styles. Structured training programme on conflict management will assist nursing students develop positive conflict management styles.
KW - Conflict
KW - Management resolution
KW - Management strategy
KW - Management style
KW - Nursing
KW - Student
UR - http://www.scopus.com/inward/record.url?scp=85029481518&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85029481518&partnerID=8YFLogxK
U2 - 10.1016/j.nedt.2017.09.001
DO - 10.1016/j.nedt.2017.09.001
M3 - Review article
C2 - 28938098
AN - SCOPUS:85029481518
SN - 0260-6917
VL - 59
SP - 45
EP - 52
JO - Nurse Education Today
JF - Nurse Education Today
ER -