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Related Experiment Videos

Using small-group instructional diagnosis and collaborative conflict resolution to facilitate course changes.

C M Volden1, H I Melland

  • 1Nursing Professionalism & Practice Department, Chair, College of Nursing, University of North Dakota, Grand Forks, USA.

Nurse Educator
|January 20, 2000
PubMed
Summary

Small-group instructional diagnosis and collaborative conflict resolution effectively managed student and faculty conflict arising from course changes. These widely applicable techniques enhance classroom assessment and conflict management for educators.

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Area of Science:

  • Nursing Education
  • Educational Psychology

Background:

  • Course modifications to include cultural diversity in undergraduate nursing leadership sparked student-faculty conflict.
  • Existing pedagogical approaches required adaptation to address emergent classroom dynamics.

Purpose of the Study:

  • To describe the application of small-group instructional diagnosis and collaborative conflict resolution.
  • To demonstrate the utility of these techniques in managing educational discord.

Main Methods:

  • Implementation of small-group instructional diagnosis at midterm.
  • Facilitation of collaborative conflict resolution strategies among students and faculty.

Main Results:

  • Successful resolution of conflicts related to course content and diversity integration.

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  • Enhanced student and faculty engagement through structured dialogue and feedback.

    • Conclusions:

    • Small-group instructional diagnosis and collaborative conflict resolution are effective strategies for managing conflict in academic settings.
    • These techniques offer broad applicability for faculty seeking formative assessment and conflict management tools.