"Go back to your country": Exploring nurses' experiences of workplace conflict involving patients and patients' family members in two Canadian cities.

This study explores nurses' experiences of workplace conflict with patients and their family members, how it differs by ethnic/racial identity, and highlights the coping strategies engaged to lessen these conflicts. Using a qualitative research design, this study draws on phenomenology and in-depth interviews of 66 registered nurses and registered practical nurses from multiple sites in two Canadian cities to explore the experiences of nurses with multiple marginalized identities in relation to nurse-patient and nurse-patient's family member conflicts in direct care practice. The results show that horizontal conflicts, especially, ones involving nurses, patients, and their family members are quite pervasive in the nursing profession. Direct care nurses, especially, ethnic minorities relative to majority groups experience excessive physical assaults, verbal aggressive behaviors, racial stereotyping and discrimination, and sexual harassment from patients and patients' family members. Institutional support through policies and practices designed to de-escalate aggressive behavior from patients and their family members were identified as important support systems. We conclude that policies aimed at creating a safe and strong health-care system call for holding patients and th'eir family members legally responsible for uncivil and aggressive behavior against caregivers.

The effect of the humanistic care teaching model on nurse patient conflict and nurse turnover intention in a pediatric outpatient department: results of a randomized trial.

BACKGROUND: This study was carried out based on the background that sharp nurse-patient conflicts in the pediatric outpatient department lead to a high turnover rate of nurses. METHODS: A total of 68 nurses working in the pediatric outpatient department of Xiangyang No. 1 People's Hospital were selected as the study subjects, and randomly divided into an experimental group (n=34) and a control group (n=34). Nurses in the control group received a traditional pediatric nursing teaching model, while those in the experimental group received a traditional pediatric nursing teaching model combined with the humanistic care teaching model. The effect of these two nursing teaching models on nurse-patient conflicts in the pediatric outpatient department and the turnover intention of nurses was then compared and analyzed. RESULTS: There were no significant differences in personal information between the two groups (P>0.05). The strain capacity, operational capacity, nurse-patient communication skills, autonomous learning ability, and teamwork ability of the nurses in the experimental group after training were significantly higher than those in the control group (P<0.05). Both groups after training had significantly higher scores on a professional identity scale than before training, and nurses in the experimental group had significantly higher scores of professional identity than those in the control group (P<0.001). The turnover intention of the nurses in the experimental group were significantly lower than those in the control group (P<0.001). The problem solving ability of nurses in the experimental group was significantly better than that in the control group (P<0.001). Scores in the domains of waiting to see the doctor, the health knowledge education, the ward environment, and nursing quality of nurses in `the experimental group were significantly higher than those in the control group (P<0.001). CONCLUSIONS: The humanistic care teaching model can significantly improve the professional identity and problem solving ability of nurses in facing different nurse-patient conflicts with significant effect and is worthy of application and popularization in clinical nursing teaching. TRIAL REGISTRATION: Chinese Clinical Trial Registry ChiCTR2100048751.

A study for establishing cognitive response model for patients suffering conflicts with nurses based on grounded theory / 中国实用护理杂志

Objective@#To explore and construct the cognitive response model for patients suffering conflicts with nurses, and to provide guidance cues for the prevention and treatment of nurse-patient conflict.@*Methods@#According to the grounded theory approach devoloped by Strauss, a total of 9 patients were observed and interviewed in a semi-structured way, and the collected data was analysed to extract the cognitive response theme.@*Results@#A cognitive response model for patients with nurse-patient conflicts was established, which included three phases, i.e., the demands of expectations, the emotional catharsis, and the introspection of right and wrong.@*Conclusion@#The established congnitive response model confirmes the relationships among environmental factors, patients′ cognitive processes, and patients′ reponse, and can be used to prevent and deal with the conflicts between patients and nurses.

A study for establishing cognitive response model for patients suffering conflicts with nurses based on grounded theory / 中国实用护理杂志

Objective To explore and construct the cognitive response model for patients suffering conflicts with nurses, and to provide guidance cues for the prevention and treatment of nurse-patient conflict. Methods According to the grounded theory approach devoloped by Strauss, a total of 9 patients were observed and interviewed in a semi-structured way, and the collected data was analysed to extract the cognitive response theme. Results A cognitive response model for patients with nurse-patient conflicts was established, which included three phases, i.e., the demands of expectations, the emotional catharsis, and the introspection of right and wrong. Conclusion The established congnitive response model confirmes the relationships among environmental factors, patients′ cognitive processes, and patients′reponse, and can be used to prevent and deal with the conflicts between patients and nurses.