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Asian Nursing Research xxx (2016) 1e6

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Contents lists available at ScienceDirect 56
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Asian Nursing Research 59
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journal homepage: www.asian-nursingresearch.com 61
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Research Article 64
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1 Role of Emotional Intelligence in Conflict Management Strategies of 66
2 67
3 Nurses 68
4 69
5 Q12 Ceyda Basogul, MD, RN, 1, * Go €
€ nül Ozgür, PhD, RN 2 70
6 1 71
School of Health Sciences, Adıyaman University, Adıyaman, Turkey
7 2 72
Faculty of Nursing, Ege University, Izmir, Turkey
8 73
9 74
10 75
a r t i c l e i n f o s u m m a r y
11 76
12 Article history: 77
Purpose: This study analyzes the emotional intelligence levels and conflict management strategies of
13 Received 25 June 2015 nurses and the association between them. 78
14 Received in revised form Methods: This cross-sectional, descriptive study was conducted with 277 nurses in a stratified random 79
15 23 May 2016
sample from a university hospital in Turkey. The data were collected from nurses who gave their 80
Accepted 3 June 2016
16 informed consent to participate using a personal information form, the Rahim Organizational Conflict 81
17 Inventory-II and Bar-On's Emotional Quotient Inventory (EQ-I). Data were assessed by descriptive sta- 82
Keywords:
18 tistics, t tests, and Pearson correlation analyses, using SPSS software. 83
conflict
19 Results: The levels of the nurses' strategies were as follows: avoiding (M ¼ 2.98), dominating (M ¼ 2.76),
emotional intelligence 84
20 nurses and obliging (M ¼ 2.71) were medium; compromising (M ¼ 1.99) and integration (M ¼ 1.96) were low.
85
The levels of the emotional intelligence of nurses (mean ¼ 2.75) were medium on a 5-point scale.
21 86
Integration (r ¼ .168), obliging (r ¼ .25), dominating (r ¼ .18), and compromising (r ¼ .33), which are
22 87
conflict management strategies, were positively correlated with scores of emotional intelligence, and
23 88
avoiding (r ¼ .25) was negatively correlated with scores of emotional intelligence (p < .05).
24 Conclusions: The study determined that nurses' emotional intelligence affects conflict management 89
25 strategies. To use effective strategies in conflict management, nurses must develop emotional intelli- 90
26 gence. Training programs on conflict management and emotional intelligence are needed to improve 91
27 effective conflict management in healthcare facilities. 92
28 Copyright © 2016, Korean Society of Nursing Science. Published by Elsevier. This is an open access article 93
29 under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
94
30 95
31 96
32 97
33 98
Introduction groups, and disagreement between the leaders' or head nurses'
34 99
demands and the subordinates' or staff nurses' own orientation and
35 100
Q3 Today's competitions in the work environment and individual staff perspectives [3,4]. In addition, antecedents of conflict in
36 101
differences steadily increase conflict among employees. Conflict is nursing work environments are individual characteristics (differ-
37 102
defined as an interactive process manifested in incompatibility, ences in values, demographic dissimilarity), interpersonal factors
38 103
disagreement, or dissonance within or between social entities (i.e, (lack of trust, injustice or disrespect, inadequate or poor commu-
39 104
individuals, groups, organization) [1,2]. Conflict between nurses is nication), and organizational factors (interdependence, changes
40 105
considered a very important issue in the healthcare environment due to restructuring) [5].
41 106
all over the world. The most important causes of conflict among In healthcare organizations, ineffective conflict management
42 107
nurses are differences in management strategies, the perceptions of causes unhealthy working conditions, power games, patient
43 108
employees, staff shortages, differences in objectives, and competi- dissatisfaction, a reduction in the quality of care, and an increase in
44 109
tion between working groups. Some of the most important sources healthcare costs [3]. All conflicts, whether they are functional or
45 110
of conflict in nursing settings are limited staff resources in the unit, not, are essentially emotional because conflicts arise from in-
46 111
resulting in higher levels of stress, differences in goals among work dividuals' or groups' perception of threats to their agendas [6].
47 112
Emotional intelligence is an important concept for nurses in
48 113
healthcare to understand the views and demands of patients and
49 114
for manager nurses to develop relations that promote successful
50 * Correspondence to: Ceyda Basogul, MD, RN, Adıyaman University, Altınşehir 115
Q1,2 Mh., Adıyaman, Turkey.
management [7]. Bar-On [8] defined emotional intelligence as a
51 116
E-mail addresses: cbasogul@adiyaman.edu.tr, ceydayk@hotmail.com multifactorial array of interrelated emotional and social
52 117
53 118
http://dx.doi.org/10.1016/j.anr.2016.07.002
54 p1976-1317 e2093-7482/Copyright © 2016, Korean Society of Nursing Science. Published by Elsevier. This is an open access article under the CC BY-NC-ND license (http:// 119
creativecommons.org/licenses/by-nc-nd/4.0/).

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1 competencies, skills, and facilitators that influence one's ability to confidence interval was set at 5%. With both methods, 273 re- 66
2 recognize, understand, and manage emotions; to relate with sponses were required in order to be representative of the nurses. A 67
3 others; to adapt to change and solve problems of a personal and stratified random sample of nurses was drawn from two units in 68
4 interpersonal nature; and to efficiently cope with daily demands, the hospital. These were the internal unit (internal medicine, pul- 69
5 challenges, and pressures. Emotional intelligence is an important monary medicine, physical medicine and rehabilitation, neurology, 70
6 factor that can measure individuals' performance in their profes- dermatology, psychiatry, infectious diseases, pediatrics, pediatric 71
7 sional lives beyond their daily lives, increase or decrease their hematology, cardiology) and the surgical unit (general surgery, 72
8 success, contribute to the measurement of managerial qualities, thoracic and cardiovascular surgery, neurosurgery, ent, ophthal- 73
9 and improve organizational communication and interaction. In mology, orthopedics, plastic surgery, pediatric surgery, hand sur- 74
10 addition, emotional intelligence plays a key role in the effective gery). First, the strata weights were calculated (internal units: 560 / 75
11 management of conflicts and the selection of strategies used to deal 943 ¼ .59 and surgical units: 383 / 943 ¼ .41), as were the sample 76
12 with conflicts in professional life [9]. size for each units (internal units: .59  273 ¼ 161 and surgical 77
13 Emotional intelligence should be viewed in two dimensions: units: .41  273 ¼ 112). However, considering the possibility of 78
14 first, the nurse's perception and understanding of the patient's incomplete or unreturned questionnaires, 450 questionnaires were 79
15 emotions; second, the nurse's utilization of these perceptions to distributed. Of these, 166 questionnaires were not returned. Thus, 80
16 achieve the goal of managing complex situations regarding quality 284 nurses who had volunteered for the study participated in the 81
17 patient care [10]. Enhancing emotional intelligence skills helps survey. Seven of the 284 were excluded from analysis because the 82
18 nurses to cope with the emotional demands of the healthcare questionnaires were returned incomplete. Therefore, data from 277 83
19 environment, which can be stressful and exhausting, and lead to participants (response rate: 29.0%) were used for analysis. Q5 84
20 burnout. Emotional intelligence offers a framework to enhance 85
21 collaboration, positive behaviors during conflict, and healthy re- Ethical considerations 86
22 lationships in the clinical care environment [11]. Deshpande and 87
23 Joseph [12] found that the level of emotional intelligence of nurses Before the data collection stage, permissions for conducting the 88
24 is medium. research were obtained from the university administration and the 89
25 There are primarily five strategies (integrating, dominating, hospital administration. This study was approved by the institu- 90
26 avoiding, obliging, and compromising) that individuals use in tional review board of the university (IRB approval no.: 200843). 91
27 conflict management. Studies show that nurses use different stra- The participants were informed before initiating the study, and 92
28 tegies. Nevertheless, nurses around the world were reported to use their verbal consent was obtained. Additionally, written permis- 93
29 the avoiding, compromising, and obliging strategies more often sions were obtained from the authors for the measuring tools used 94
30 [13e15]. Studies conducted in Turkey showed that nurses tend to in the study. 95
31 use the integrating, dominating, and obliging strategies more often 96
32 [16,17]. In particular, there was a positive relationship between a Measurements 97
33 high level of emotional intelligence and the integrating strategy, 98
34 the latter of which is considered the most effective way in terms of Three different questionnaires were used for data collection in 99
35 Q4 the parties and the consequences of conflict [18,19]. In light of this, the study. 100
36 the relationship between conflict management strategies and 101
37 emotional intelligence needs to be investigated within the nursing Personal information form 102
38 context. 103
39 The aim of this study is to investigate the role of emotional in- The personal information form was developed by the re- 104
40 telligence in the conflict management strategies of nurses. Answers searchers and contained a total of 10 questions about the nurses' 105
41 to the following question were sought in the research for this age, marital status, education, working years, working unit, and 106
42 purpose: “Is there a significant relationship between subscales of weekly working time; the number of patients per nurse; the state 107
43 emotional intelligence and the conflict management strategies of of the staff; and whether conflict was experienced, with whom, and 108
44 nurses?” on which topics. 109
45 110
46 Methods The Rahim Organizational Inventory-II 111
47 112
48 Study design This inventory was developed by Rahim [1] for the purpose of 113
49 determining what strategies people use to handle interpersonal 114
50 This study used a cross-sectional, correlational design to conflict in organizations. The tool has 28 items and categorizes 5 115
51 examine the relationship between emotional intelligence and the conflict management strategies. The inventory takes 6e8 minutes 116
52 conflict management strategies of nurses. The study was imple- to complete. The Rahim Organizational Inventory-II (ROCI-II) uses a 117
53 mented in a university hospital in Turkey. 5-point Likert scale (1e5 points) with the highest score showing 118
54 that a particular strategy is used most. Accordingly, scores from 119
55 Samples 1.00 to 1.79 were considered very low, those from 1.80 to 2.59 were 120
56 considered low, those from 2.60 to 3.39 were considered medium, 121
57 A total of 943 nurses (560 from internal units and 383 from those from 3.40 to 4.19 were considered high, and those from 4.20 122
58 surgical units) in the university hospital were the target population to 5.00 were considered very high [20]. Descriptions of these 123
59 for the study. The sample size was determined using the formula strategies are presented below [1,2]: 124
60 (n ¼ Nt2pq2 / d2 (N e 1) þ t2pq), where N is the number of the 125
61 population, t is the degree of significance (5%), p is the probability of (a) Integrating (high concern for self and others): This style in- 126
62 occurrence, q is the probability of nonoccurrence, and d is sensi- volves openness, exchange of information, and examination 127
63 tivity. Also, the Creative Research Systems (http://www. of differences to reach an effective solution acceptable to 128
64 surveysystem.com/sscalc.htm) sample size calculator was used for both parties. It is associated with problem solving, which 129
65 this purpose. The confidence level was set at 95%, and the may lead to creative solutions. 130

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1 (b) Obliging (low concern for self and high concern for others): was reversed (1: totally agree and 5: totally disagree). Accordingly, 66
2 This style is associated with attempting to play down dif- scores ranging from 1.00 to 1.80 were considered very low, those 67
3 ferences and emphasizing commonalities to satisfy the from 1.81 to 2.60 were low, those from 2.61 to 3.40 were medium, 68
4 concerns of the other party. those from 3.41 to 4.20 were high, and those from 4.21 to 5.00 were 69
5 (c) Dominating (high concern for self and low concern for very high [23]. The inventory was adapted for use in Turkish, and 70
6 others): This style is identified with a win-lose orientation or validity and reliability studies were conducted [24]. The Cronbach a 71
7 with forcing behavior to win someone's or group's position. was .92. In our study, the Cronbach a for the total scale was .68 and 72
8 (d) Compromising (intermediate concern for self and others): for the subscales, the values were as follows: intrapersonal skills 73
9 This style involves give-and-take, whereby both parties give (.67), interpersonal skills (.70), adaptability (.71), stress manage- 74
10 up something to make a mutually acceptable decision. ment (.67), and general mood (.69). 75
11 (e) Avoiding (low concern for self and others): This style is 76
12 associated with withdrawal, buck-passing, or sidestepping Data collection 77
13 situations. 78
14 Data collection was conducted using a questionnaire for nurses, 79
15 There are three ROCI-II forms: A for supervisors, B for those ROCI-II and EQ-I at a university hospital in Izmir in Turkey. A letter 80
16 under the supervisors, and C for peers [1]. In this study, the C form was sent to the hospital for the purpose of recruitment. When 81
17 was used. The tool was translated into Turkish [21]. Validity and permission was obtained from the hospital and the university 82
18 reliability studies were conducted [22], and Cronbach a of .84 was administration, one of the researchers visited the hospital to 83
19 found. In our study, the Cronbach a for the total scale was .77, and distribute the questionnaires, which were collected after 1 week. 84
20 for the subscales, they were as follows: integrating (.73), obliging Data collection took approximately 3 months. We asked that the 85
21 (.71), dominating (.68), compromising (.67), and avoiding (.76). questionnaires be completed by the participant. During the data 86
22 collection period, the written consent and the answered ques- 87
23 Bar-On Emotional Quotient Inventory tionnaires were treated separately so that the responses of the 88
24 participants would not be exposed. 89
25 Bar-On Emotional Quotient Inventory (EQ-I) was developed by 90
26 Bar-On [8]. The five metafactors of the conceptual model of Data analysis 91
27 emotional intelligence and their 15 subscales are as follows: 92
28 Collected data were analyzed using SPSS 11.5 (SPSS Inc, Chicago, 93
29 (a) Intrapersonal skills (self-awareness and self-expression): IL, USA). In the data analysis, frequency distribution, percentage 94
30 Self-regard, emotional self-awareness, assertiveness, inde- distribution, means were calculated; t test was used to determine if 95
31 pendence, and self-actualization are the subscales. People there was a significant difference regarding marital status, the state 96
32 who have high scores in intrapersonal skills are aware of of the staff, and the working unit; analysis of variance was used for 97
33 their emotions and feelings, feel good about themselves, and other factors; advanced analysis (LSD) and Pearson correlation Q6 98
34 feel positive about what they are doing in their lives. analyses (p < .05) were used for statistical significance. Cronbach a 99
35 (b) Interpersonal skills (social awareness and interaction): reliability coefficients were calculated for the two inventories. 100
36 Empathy, social responsibility, and interpersonal relation- 101
37 ship are the subscales. This metafactor is essentially con- 102
Results
38 cerned with the ability to be aware of others' feelings, 103
39 concerns, and needs, and the ability to establish and main- 104
Characteristics of participants
40 tain cooperative, constructive, and mutually satisfying 105
41 relationships. 106
The mean age of the nurses in the study was 33.00 years (±
42 (c) Adaptability (change management): Testing, flexibility, and 7.09 years); 63.2% of the nurses were married, and 44.0% had un-
107
43 problem solving are the subscales. Adaptability determines 108
dergraduate degrees. The mean duration of employment among
44 how a successful person is able to cope with daily demands 109
the nurses was 11.68 years (± 8.23 years). While 62.5% of the nurses
45 by effectively “sizing up” and dealing with problematic were employed as permanent staff, 37.5% were employed on a
110
46 situations. 111
contractual basis. The mean number of patients that the nurses
47 (d) Stress management (emotional management and control): 112
served was 10.2 (± 5.3) during the day and 13.7 (± 9.4) at night. The
48 Stress tolerance and impulse control are the subscales. This 113
average weekly working hours were 47.5 hours (± 7.9 hours).
49 component relates primarily to emotional management and 114
50 control, and governs the ability to deal with emotions so that 115
51 they work for a person and not against him or her. People Table 1 Sample Characteristics (N ¼ 277). 116
52 who have high scores in this component can take on 117
53 Characteristics Category M ± SD or 118
stressful, anxiety-producing, and critical tasks.
n (%)
54 (e) General mood (self-motivation): Optimism and happiness 119
55 are the subscales. This determines the ability to enjoy one- Age 33.00 ± 7.09 120
Marital status Single 102 (36.8)
56 self, others, and life in general, as well as influences one's 121
Married 175 (63.2)
57 general outlook on life and overall feeling of contentment. Education Health vocational school 31 (11.2) 122
58 People who have high scores for general mood are typically Associate degree 107 (38.6) 123
59 cheerful, hopeful, positive, and well-motivated, and know Bachelor's 122 (44) 124
60 Master's/doctorate 17 (6.1) 125
how to enjoy life.
Length of employment 11.68 ± 8.23
61 People that nurses have Manager nurses 42 (15.2)
126
62 The tool has 87 items. The inventory responses are also set on a most conflict with Nurses in same unit 106 (38.3) 127
63 5-point Likert scale (totally agree, agree, somewhat agree, disagree, Nurses in other units 9 (3.2) 128
64 and totally disagree), and the grading system was from 5 to 1 (5: Doctors 90 (32.5) 129
Auxiliary staff 30 (10.8)
65 totally agree and 1: totally disagree). The scale for some questions 130

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1 Conflicts in work environments nurses also indicated a significant negative correlation (r ¼ .14; 66
2 p < .05). 67
3 The nurses in this study reported that they had conflicts with 68
4 nurses working in the same unit (38.3%), doctors (32.5%), manager Emotional intelligence of nurses 69
5 nurses (15.2%), auxiliary staff (10.8%), and nurses in other units 70
6 (3.2%) (Table 1). The EQ-I total score of nurses was 2.75 ± 0.19. The nurses' 71
7 With respect to the areas of conflict in the work environment, emotional intelligence subscales scores are in Table 2. 72
8 the nurses reported that they had conflicts regarding their working Is there a significant relationship between the nurses' conflict 73
9 conditions (52.5%), imbalances of authority and power (49.2%), management strategies and emotional intelligence level? As shown 74
10 differences in professional criteria and objectives (36.3%), inade- in Table 3, a Pearson correlation analysis was conducted to measure 75
11 quate communication (31.8%), insufficient cooperation (30.2%), and the relationship between the mean scores of the nurses' conflict 76
12 insufficient information (17.8%). management strategies and their mean scores on the EQ-I. There 77
13 was a positive and significant, but weak correlation between the 78
14
Conflict management of nurses emotional intelligence scores and the integrating (r ¼ .17), obliging 79
15 (r ¼ .25), dominating (r ¼ .18), and compromising (r ¼ .33) conflict 80
16 management strategies. 81
The mean scores received by the nurses on the subscales of the
17 There was also a negative and significant, but weak, correlation 82
ROCI-II were 2.98 ± 0.72 for the avoiding strategy, 2.76 ± 0.61 for
18 between the emotional intelligence scores and the avoiding 83
the dominating strategy, 2.71 ± 0.59 for the obliging strategy,
19
1.99 ± 0.42 for the compromising strategy, and 1.96 ± 0.41 for the (r ¼ .25) conflict management strategy (p < .05). As shown in 84
20 Table 3: 85
integrating strategy.
21 86
22  There was a positive and significant, but weak correlation 87
23 Conflict management by demographics and work conditions (r ¼ .13; p < .05) between the integrating strategy and the 88
24 intrapersonal skills component of emotional intelligence. 89
25 There were no significant differences between conflict man-  There was also significant, but weak correlation between the 90
26 agement strategy scores and age or the marital status of nurses obliging strategy and the intrapersonal skills, stress manage- 91
27 (p > .05). Significant differences in the dominating strategy scores ment, and general mood components. 92
28 of nurses were reported according to their education (F ¼ 2.70,  There was also significant, but weak correlation between the 93
29 p ¼ .046). LSD post hoc analyses indicated that nurses with master's dominating strategy and the intrapersonal skills, general mood, 94
30 or doctorate degrees had higher scores (2.96 ± 0.63) than nurses and adaptability components. 95
31 with a health vocational school degree (2.53 ± 0.49) for this strat-  There was also significant, but weak, correlation between the 96
32 egy (p < .05). Integrating strategy scores of nurses working in compromising strategy and the intrapersonal skills, interper- 97
33 surgical units were higher (2.04 ± 0.39) than nurses working in sonal skills, general mood, and adaptability components. 98
34 internal units (1.90 ± 0.42). This difference was statistically signif-  Lastly, there was a negative and significant, but weak, correla- 99
35 icant (t ¼ 2.918; p < .05). Significant differences in the integrating tion between the avoiding strategy and the intrapersonal skills, 100
36 strategy scores of nurses were reported according to their length of adaptability, stress management, and general mood 101
37 experience (F ¼ 2.97, p ¼ .032). LSD post hoc analyses indicated that components. 102
38 nurses with 1e5 years of work experience had higher scores 103
39 (2.04 ± 0.46) than nurses with 6e10 years of work experience Discussion 104
40 (1.86 ± 0.44) for this strategy (p < .05). 105
41 Correlation analysis was used to describe the strength of the Among the nurses, 38.3% stated that they had conflicts most 106
42 relationship between the mean weekly work hours and the number with their colleagues in the same unit, while 32.5% stated that they 107
43 of patients receiving care by nurses and their conflict management had conflicts most with doctors. This result is in fact supported by 108
44 strategies. The results indicated that there was a significant nega- the finding that working conditions and imbalances of the au- 109
45 tive correlation between the mean weekly work hours and the thority and power were reported by the nurses as the areas with 110
46 avoiding strategy scores (r ¼ .12; p < .05). Integrating strategy the most conflict. Findings from another study [25] noted that 111
47 scores of nurses and the mean number of patients receiving care by nurses complained about inadequate communication, an imbal- 112
48 ance of authority and responsibility, a lack of job descriptions, a lack 113
49 Q11 of opportunities for promotion, a lack of feeling of appreciation for 114
Table 2 Nurses' Emotional Intelligence Subscales Scores (N ¼ 277).
50 achievements, a lack of job satisfaction, insufficient income, and the 115
51 Emotional Quotient Inventory M ± SD M ± SD incompatibility between tasks and training and workaholism. In 116
52 subscales (Subscales) this sense, these findings confirm the results of this study. 117
53 Intrapersonal skills Emotional self-awareness 2.44 ± 0.40 2.82 ± 0.25 In the light of findings about conflict strategies, it could be 118
54 Self-regard 2.82 ± 0.52 suggested that the nurses used the avoiding, dominating, and 119
55 Assertiveness 2.41 ± 0.42 obliging strategies at a moderate level, while they used the 120
Self-actualization 2.80 ± 0.40
56 compromising and integrating strategies at a mild level. Among Q7 121
Independence 3.62 ± 0.65
57 Interpersonal skills Empathy 2.49 ± 0.42 2.50 ± 0.28 studies conducted using the ROCI-II, the most popular conflict 122
58 Interpersonal relationships 2.54 ± 0.38 management strategies used by nurses were integrating, obliging, 123
59 Social responsibility 2.46 ± 0.38 avoiding, compromising, and dominating [17]. Similarly, another 124
60 Adaptability Problem solving 2.36 ± 0.41 2.81 ± 0.31 125
study identified nurses using the integrating, dominating, obliging,
Reality testing 3.26 ± 0.50
61 Flexibility 2.80 ± 0.45 compromising, and avoiding conflict management strategies at a 126
62 Stress management Stress tolerance 2.63 ± 0.42 2.99 ± 0.38 moderate level [16]. 127
63 Impulse control 3.35 ± 0.64 On the other hand, findings from a study [13] noted that nurses 128
64 General mood Happiness 2.88 ± 0.43 2.64 ± 0.29 often used the avoiding, obliging, and compromising strategies. 129
Optimism 2.39 ± 0.42
65 According to one study [14], nurses used the compromising, 130

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1 Table 3 Correlations Between Nurses' Conflict Management Strategies and Five Metafactors of Nurses' Emotional Intelligence (N ¼ 277). 66
2 a
67
Conflict management strategies
3 68
r (p)
4 69
Integrating Obliging Dominating Compromising Avoiding
5 70
6 Emotional intelligencea .16 (.005)* .24 (< .001)** .17 (.003)* .33 (< .001)** e.24 (< .001)** 71
7 Intrapersonal Skills .13 (.030)* .28 (< .001)** .13 (.030)* .233 (< .001)** e.26 (< .001)** 72
**
Interpersonal Skills .11 (.051) .11 (.065) .02 (.637) .271 (< .001) .02 (.685)
8 73
Adaptability .10 (.085) .05 (.386) .19 (.001)* .144 (.016)* e.16 (.006)*
9 Stress management .00 (.966) .19 (.001) *
.09 (.111) .032 (.592) e.22 (< .001)** 74
10 General mood .08 (.176) .13 (.027)* .15 (.009)* .306 (< .001)** e.12 (.043)* 75
11 Note. aEmotional intelligence is measured by Bar-On's Emotional Quotient Inventory, while conflict management strategies is measured by the Rahim Organizational Conflict 76
12 Inventory-II. 77
*
13 p < .05. **p < .001. 78
14 79
15 80
16 integrating, dominating, avoiding, and obliging strategies the most Morrison [19] also found a negative relationship between the 81
17 [14], while in another study, nurses tended to use the avoiding and obliging strategy and the assertiveness subscale of emotional 82
18 compromising strategies [15]. intelligence. 83
19 The nurses in this study used the avoiding strategy most often. 84
20 This result could be taken to mean that the nurses tried to psy- Interpersonal skills 85
21 chologically or physically move away from conflicts, and that they In this study, there was a positive correlation between the 86
22 refused and avoided conflict. On the other hand, the nurses used interpersonal skills component and only the compromising conflict 87
23 the avoiding, dominating, and obliging strategies at a moderate management strategy. This result could be taken to indicate that 88
24 level, whereas they used the integrating strategy, which is referred the nurses acted as “a balance” among colleagues in providing 89
25 to as the most effective strategy, at a mild level. This suggests that healthcare services. 90
26 they were not capable of managing conflicts effectively and that 91
27 their professional approach to conflicts was inefficient. Adaptability 92
28 The positive correlation between the integrating strategy, which This study found a positive correlation between the adaptability 93
29 is referred to as the most effective strategy for the parties in the component and the dominating and compromising conflict man- 94
30 conflict and for resolving conflicts favorably, and level of emotional agement strategies, but a negative correlation between the same 95
31 intelligence was in the expected direction, but it was not at the component and the avoiding strategy. Researchers from one study 96
32 expected (stronger) level. On the other hand, it was an expected [6] suggested that those who were better at individual conflict 97
33 result that the avoiding strategy, which was not considered suitable resolution tended to use the dominating strategy more often, and 98
34 for effective conflict management and results, was less often used using this strategy could be needed to complete a task. In this 99
35 with increasing levels of emotional intelligence. current study, the positive correlation between the adaptability 100
36 In a study of 92 nurses [19], there was a positive relationship component and the dominating strategy was an expected result. 101
37 between a high level of emotional intelligence and the integrating 102
38 strategy, while there was a negative relationship between a high Stress management 103
39 level of emotional intelligence and the avoiding strategy. One study In this study, there was a positive correlation between the stress 104
40 [18] identified a positive relationship between a high level of management component and the obliging conflict management 105
41 emotional intelligence and the integrating conflict management strategy, but a negative correlation between the same component 106
42 strategy. Similarly, another study [26] determined that a high level and the avoiding strategy. According to another study [28], nurses 107
43 of emotional intelligence and using the integrating and compro- and doctors suffered from severe levels of job-related stress, and 108
44 mising strategies in conflict situations are correlated. All these the authors reported a significant decline (by means of an 109
45 findings are comparable to the results of this study. emotional intelligence training session) in the state-trait anxiety 110
46 levels of the test group in comparison with the control group. Re- Q8 111
47 Relationship between conflict management strategies and searchers from another study [29] determined that the strategies 112
48 components of emotional intelligence chosen by nurses in conflict management were actually correlated 113
49 with the level of stress they experienced in the work environment, 114
50 Intrapersonal skills and that there was a negative correlation between perceived stress 115
51 This study found a positive and significant relationship between and using the integrating and dominating strategies. However, 116
52 the intrapersonal skills component and the integrating, obliging, there was a positive correlation between stress and the obliging 117
53 dominating, and compromising conflict management strategies, and avoiding strategies [29]. 118
54 but it found a negative and significant relationship between the 119
55 same component and the avoiding strategy. Findings from one General mood 120
56 study [6] stated that individuals' emotional self-awareness and This study found a positive correlation between the general 121
57 empathy are positively correlated with the integrating and domi- mood component and the compromising, dominating, and obliging 122
58 nating strategies, but that their emotional self-awareness is nega- conflict management strategies, but a negative correlation between 123
59 tively correlated with the avoiding strategy. Dominating involves the same component and the avoiding strategy. Abraham [30] 124
60 competition and winning. Therefore, it could be suggested that the found that nurses with satisfactory levels on the happiness sub- 125
61 nurses used this strategy in conflict resolution. It is an expected scale preferred to use compromising and integrating strategies in 126
62 result that the nurses preferred the integrating and dominating conflict management. 127
63 strategies as their intrapersonal skills improved. Researchers from Nurses working in emergency departments were excluded from 128
64 another study [27] claimed that increased assertiveness and self- the sample due to the lack of time to answer the forms. This study 129
65 regard improved individuals' conflict management ability. aimed to investigate nurses' conflicts among themselves, and the 130

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_
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_ Orta O €gretim Okulları Yo €g
€neticilerinin O _
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€ reve ve Insana €nelik Liderlik
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Please cite this article in press as: Basogul C, Ozgür G, Role of Emotional Intelligence in Conflict Management Strategies of Nurses, Asian Nursing
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