Conflict Management Education in the Icu

Education Research and Quality SESSION TITLE: Education, Research, and Quality Improvement 1 SESSION TYPE: Original Investigation Posters PRESENTED ON: 10/10/2018 01:00 pm - 02:00 pm CONFLICT MANAGEMENT EDUCATION IN THE ICU BOBBIE ANN WHITE EDD, MA* TEXAS A&M HEALTH SCIENCE CENTER CHRISTIE BLEDSOE RANDY HENDRICKS AND ALEJANDRO ARROLIGA PURPOSE: A conflict management education intervention was created for the ICU team (physicians, nurses, respiratory therapists, and advanced practitioners). The objectives were 1) teach about “diagnosing” conflict type and cause; 2) recognize internal dialogue; 3) introduce conflict management modes used in conflict situations; and 4) develop self and other awareness. RESULTS: Three data points were collected from 56 participants, which led to different sample sizes for each analysis. Pre posttest analysis had 45 participants and the Thomas-Kilmann descriptive statistics had 49 participants. In the pre posttest experimental group (n-31), knowledge post-tests had a higher average of 6.42(sd ¼ 1.232) compared to 3.61(sd ¼ 1.407), which was an increase following the conflict management intervention (t(30) ¼ 8.204, p < .001). Perception scores were also significantly different (t(30 ¼ - 3.145, p ¼.004). The largest portion of participants had avoiding conflict management mode (31.6%) as a top choice, followed by compromising (29.8%), accommodating (24.6%), collaborating (8.8%), and competing (5.3%). Aspects of the intervention that participants indicated would stay with them were the Thomas-Kilmann conflict management modes, and better awareness of others; one participant stated their take away from the session was “being more mindful of different perspectives”. Finally, the more diverse the group participants were, the richer the perception and perspective dialogues during the educational sessions. CONCLUSIONS: The conflict management educational intervention improved the participants’ knowledge and had an effect on perceptions. Qualitative data suggests ICU participants were interested in concrete information that will help with conflict resolution, and some participants understood that mindfulness and awareness would improve professional interactions or reduce conflict. CLINICAL IMPLICATIONS: Educational contact time should not be spent rehashing the importance of conflict management. Instead, medical professionals should explore team perceptions and practice resolution skills. A specific clinical implication was the finding that the most common conflict management modes were avoiding and compromising both of which do not yield the best outcomes in conflict. Also of note, the competing mode was least preferred, so it may be advisable to coach staff on how to compete in a healthy way as the competing mode is needed for situations such as fighting for a specific treatment for an acutely ill patient. DISCLOSURES: No relevant relationships by Alejandro Arroliga, source¼Web Response No relevant relationships by Christie Bledsoe, source¼Web Response No relevant relationships by Randy Hendricks, source¼Web Response No relevant relationships by Bobbie Ann White, source¼Web Response DOI: https://doi.org/10.1016/j.chest.2018.08.492 Copyright ª 2018 American College of Chest Physicians. Published by Elsevier Inc. All rights reserved. chestjournal.org 545A EDUCATION RESEARCH AND QUALITY METHODS: Quantitative analysis was used to evaluate pre and post knowledge and perceptions of conflict, descriptive statistics to investigate the participants’ chosen conflict management mode, and qualitative analysis to evaluate three open-ended questions on the post-test.