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Using small-group instructional diagnosis and collaborative conflict resolution to facilitate course changes
1Nursing Professionalism & Practice Department, Chair, College of Nursing, University of North Dakota, Grand Forks, USA.
Nurse Educator
|January 20, 2000
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.
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.
- 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.