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

Small-group instructional diagnosis and collaborative conflict resolution are techniques that were successfully employed when course changes aimed at enhancing an undergraduate nursing leadership and management course with cultural diversity perspectives caused conflict among students and faculty. In this article these skills are described in relation to a specific situation; however, they both can have wide application. The small-group process can be conducted at midterm in any course, and conflict resolution techniques are applicable to most conflict situations, whether they occur in classrooms, with colleagues, or out of the workplace. Therefore, this article is intended for all faculty members who seek knowledge of formative classroom assessment techniques or help in managing conflict.