TNNMC ECHO CASE PRESENTATION

PRESENTER NAME - RATHI.R.K
PROFESSOR
VELAMMAL SCHOOL AND COLLEGE OF NURSING, MADURAI
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Title of Lesson Plan : Conflict Management
Course : B.Sc. Nursing
Subject : MANAGEMENT OF NURSING SERVICES AND EDUCATION
Unit : IV
Duration : 20min

Date : 31.03.2022
Time : 2.00.p.m. - 2.20.p.m.
Level of Students : IV year
No. of Students : 50
Av aids used : black board, chart, power point, transparencies, handouts, flipcharts,
role assignment cards
Previous knowledge of students : Students have acquired knowledge about conflict management during
their first year in the subject Psychology

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Central Objective
At the end of the class, students will be able to acquire in depth knowledge regarding conflict management and
develop desirable attitude towards conflict management and apply this knowledge to carry out the responsibility
in achieving and maintaining quality nursing environment in the hospital and community settings.

Specific Learning Objectives

At the end of the class the students will be able to
1. define (remembering - cognitive) conflict and conflict management
2. know (remembering - cognitive) the concepts of conflict
3. classify (understanding - cognitive) the types of conflicts
4. identify (level 1 – receiving phenomena - affective) the sources of conflicts
5. discuss (level 1 – responding to phenomena - affective) the consequences of conflicts
6. tell (level 1 – responding to phenomena - affective) the characteristics of conflicts
7. display (level II – valuing - affective)the effects of conflict in organization
8. differentiate (level I – Perception - affective) the strategies of Conflict Resolution
9. follow (guided response - psychomotor) the conflict management skills
10. compares (level III – organizing - affective) the models of conflict resolution
11. justify (level II – valuing - affective) the role of nurse administrator in conflict management
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INTRODUCTION

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INTRODUCTION……

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

DEFINITION OF CONFLICT
Defin 2min
e(rem Conflict can be defined as an expressed struggle
embe between at least two interdependent parties, who
ring -
cogni perceive that incompatible goals, scarce resources, or Teacher is Students are What is
tive) interference from others are preventing them from defining the listening conflict?
confli term using and taking
ct and achieving their goals black board notes
confli -Wilmot & Hocker, 2001
ct
mana CONFLICT MANAGEMENT
geme Conflict management is the process of planning to avoid
nt
conflict where possible and organizing to resolve
conflict it does happen, as rapidly and smoothly as
possible .

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

REMEMBER….
“ Conflict is neither good nor bad, and it can E
X L
produce growth or destruction, depending P I
L S
on how it is managed. ” A T
I E
N N
I I
N N
G G

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

CONCEPT OF CONFLICT
Conflict may be viewed as occurring along cognitive
Know (perception), emotional (feeling), and behavioral
1 min
(remem
bering - (action) dimensions. This three-dimensional Teacher is Students are Tell any two
cognitiv explaining listening and concepts of
e) the the concept taking notes conflict
concepts of conflict
of by using
transparenc
ies

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

TYPES OF CONFLICTS
Intrapersonal conflict: within an individual in
Classify situations in which he or she must choose between
(underst two alternatives.
anding - Interpersonal conflict: between two or more Teachers
cognitiv 2min individuals. It occurs because of differing values, are Students are list any two
e) the goals, action, or perceptions. classifying listening and types of
types of Organizational conflicts: because of differing the types of responses conflicts
conflicts perceptions or goals. conflicts back
intrapersonal or interpersonal, but they originate in with
the structure and function of the organization. suitable
organizations style of management, rules, policies examples
and procedures give rise to conflict..
Role ambiguity occurs when employees do not know
what to do, how to do it, or what the outcomes must
be.
Role conflict occurs when two or more individuals in
different positions within

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

SOURCES OF CONFLICT
Informational factors - decreased knowledge Teacher
Identify discussing
2 min and information leading to conflict .
(level 1 the sources Students are Name the
– of conflict asking two sources
receivin Perceptual factors - when persons with using doubts and of conflicts
g black board interacting
phenom have different images of the same and with teacher
ena - stimulus . clarifying
affective the doubts
) the of students
Role factors - i.e., each individual occupies
sources
of con a certain position or status in the society or
in the organization.

when disruption ->Conflict development.

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

Psychological factors - Feeling of insecurity is a

E
patent cause of tension and conflict. X L
• 20% financial and 80% emotional. P I
L S
• Self knowledge and recognition will probably A T
I E
ensure better security . N N
I I
• Lack of consideration N N
G G
• Lack of appreciation

• Misunderstanding

• Bad handling of situations and problems .

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity
CONSEQUENCES OF CONFLICT
Increased costs (time, money) devoted to dealing
with the conflict
Discuss 2 min  Wasted resources and energy spent dealing with the Teacher
(level 1 conflict discussing Students are
–  Decreased productivity the interacting List any two
respondi Lowered motivation consequenc with teachers consequence
ng to  Decreased morale es of and taking s of conflicts
phenom  Poor decision-making conflicts notes
ena - Complaints and blaming with using
affective Backstabbing and gossip transparenc
) the Attitudes of distrust and hostility (that may ies
consequ influence all future interactions
ences of  (Permanent) erosion to personal, work, and
conflicts community relationships
 Harm to others not directly involved in the conflict
 Damaged emotional and psychological well-being
of those involved in the conflict
 Dissatisfaction and stress

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

CHARACTERISTICS OF CONFLICT
Tell At least two parties (individuals or groups) are Teacher is
(level 1 1 min involved in some kind of interaction. explaining Students
– the are list any two
respondi Mutually exclusive goals and mutually exclusive characterist answering characteristics
ng to values exist, either in fact or as perceived by the ics of and asking of conflict
phenom group with doubts
ena - patients involved. using black
affective Interaction is characterized by behavior destined board ,
) the asking
characte to defeat, reduce, or suppress the opponent or to questions
ristics of gain a mutually designated victory. and
conflict clarifying
The parties face each other with mutually opposing doubts
actions and counteractions.

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity
EFFECTS OF CONFLICT IN ORGANIZATIONS
Display 2 min Stress Absenteeism
Teacher
(level II S
illustrating
–
the effects
applicati
of conflict Students are Enlist two
on –
with using answering effects of
valuing
of bulletin and asking organizationa
-
board , doubts l conflicts
affective
asking
)the
Staff turnover De-motivation questions
effects
and
of
clarifying
conflict
doubts
in
organiza
tion

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

Differe 2 min
Strategies of conflict resolution
ntiate Teacher Students are
(level I explaining listening and List the
– the understandin stages of
Percept strategies g the strategies of
ion - of conflict strategies of conflict
affectiv resolution conflict resolution
e)the by role resolution
strategi play
es of (role
Conflic assignment
t cards
Resolut provided)
ion

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

Avoiding - to maintain team harmony and smooth

over differences; avoids frustration and aggression; and
E
seeks to evade the conflict entirely. X L
P I
Competitive - force to make team members conform L S
A T
to one perspective.
I E
Collaboration - places an emphasis on mutual goals, N N
I I
joint benefit, and inclusion of several views and N N
G G
opinions for a team solution.
Accommodation - conveys that the other party is
accepted as effective and avoids blaming or trading
insults. Not assertive, but highly cooperative.
Compromising - tries to resolve the conflict with a
solution that will partially satisfy everyone.
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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity
Follo 2 min SKILLS FOR CONFLICT MANAGEMENT
w Teacher Students Name any
(guide Mutual Respect - Both parties must remain respectful explaining are two conflict
d towards the other party and keep the focus on the issue the conflict listening management
respo manageme and taking skills
nse - and not resort to personal attacks. nt skills by notes
psych Needs Versus Wants - examine - clarifying this point can using
omoto power
r) the improve collaboration and compromise during a conflict. point
confli Compassion and Empathy - willing to actively listen to presentatio
ct n
mana the other party with an open mind and without becoming
geme defensive.
nt
Stay in the “I” - Each party needs to stay focused on “I”
statements and not fall into the habit of using accusatory
“you” statements which often lead to an increase in
conflict and create an environment of blame.

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity
MODELS OF CONFLICT RESOLUTION
Compar 2min Teacher Name any
e (level explaining Students are two models
III – the models listening and of conflict
organizi of conflict taking notes resolution
ng - resolution
affective by using
) the flipcharts
models
of
conflict
resolutio
n
Thomas-Kilmann conflict mode instrument - K. W.
Thomas and R. H. Kilmann (1974, 2000).

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 Teacher’s Learner’s Evaluation
SLO Time Content Activity Activity

ROLE OF NURSE ADMINISTRATOR IN

Justify 2min Teacher Students are List any two
(level II CONFLICT MANAGEMENT discussing interacting role of nurse
– the role of with administrator
valuing • BEHAVIOR CHANGE This is reserved for nurse teachers and in conflict
- administrat taking notes management
affective serious cases of dysfunctional conflict. Training , or in
) the educational modes are used to solve conflict by conflict
role of manageme
nurse developing self awareness and behavior change nt with
administ in the involved parties . using
rator in transparenc
conflict • STRUCTURE CHANGE ies
manage
ment Sometimes managers need to intervene in unit
conflict by transferring the involved people.

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Audio Visual Aids used

Insert pictures of AV aids used

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Audio Visual Aids used

Insert pictures of AV aids used

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 EVALUATION
I. Multiple choice questions Marks (5 X 1=5)
ASSIGNMENT
1. What is the first step in managing any conflict
Marks:10 a) Compassion and empathy b) Becoming defensive
c) To develop communication skills d) Remain respectful  
Practice case based scenario role play on strategies 2. Which strategy of conflict management gives both parties the sense of
feeling that their trade-offs are fair and equal
of conflict management and perform on 31.03.2022 a) Competing b) Compromising
c) Accommodation d) Collaborating
in the class room during nursing management hour
3. Negotiation does not focus on
a) Controlling reactions during the conflict
Evaluation Criteria:
b) To actively listen and understand the other party’s issues
c) Compromise and collaborate
1. Clarity of speech
d) Using accusatory “you” statements
4. Conflict arising due to disagreements over who has authority and control
2. Expression of feeling over specific matters is termed as
a) Work-flow interdependencies b) Line-staff conflict
3. Use of body language c) Recourse scarcity d) Domain ambiguities
5. Which skill of communication helps in clarifying the point that can improve
4. Believability of the role collaboration and compromise during a conflict
a) Needs versus Wants b) Compassion and Empathy
5. Accuracy of the role c) Mutual Respect d) Staying in the “I” term

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Summary
So far we have discussed about conflicts , its types and prevention strategies and roles of a nurse in conflict resolution.
Conflict resolution is a way for two or more parties to find a peaceful solution to a disagreement among them. The
disagreement may be personal, financial, political, or emotional. When a dispute arises, often the best course of action is
negotiation to resolve the disagreement.

Conclusion

Handling conflict in an efficient and effective manner results in improved quality, patient
safety and staff morale, and limit work stress for care giver. The nurse manager must approach this
challenge thoughtfully because it involves working relationships that are critical for the unit to
function effectively.

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References

1. Cardilla, D. (2017). Seven strategies for managing conflict. The Iowa Nurse Reporter,
pp.8-10.

2. Dahlkemper, T. (2017). Nursing leadership, management, and professional practice for

the lpn/lvn, 6e. (2017). Retrieved from https://ebookcentral-proquest-
com.libproxy.uncg.edu.

3. Johansen, M. (2012). Keeping the peace. Nursing Management (Springhouse), 43(2),

pp.50-54.

4. Mahon, M.; Nicotera, A. (2011). Nursing and conflict communication: avoidance as

preferred strategy. Nursing Administration Quarterly, ISSN: 1550-5103, Vol: 35, Issue:
2, Page: 152-63. 24
Concerns and Issues in Lesson Planning
Concerns
 Considered about the level of students
 Could be explained with activity based learning
 Being responsive to group desires
 Help the students to realize their potential

Issues
 Did not face any issues while preparing the lesson plan

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