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MANAGING CONFLICT RESOLUTION
Graduate registered nurse needs to go through significant challenges during their transition from student nurse to registered nurse. During this time period, it is common that GRNs feel stress, exhaustion, and anxiety because of short hospital stays of patients, lack of professional support and challenging tasks (Piccinini et al., 2018, p.216). The essay will describe about role of supportive collaborative team during GRN’s transition, how to manage workforce conflict and one important strategy to resolve the conflict.

Q-1
It is not an easy process for students to practising as clinically after achieving required qualification to become GRN, it is difficult time for adjustments of personal and professional life (Kumaran & Carney, 2014, p.607). Transition to practise is more stressful for many GRNs if they perceived lack of guidance and support (Boehm & Tse, 2013, p.118). To enter in nursing profession, supportive collaborative team plays essential role who can generate friendly, caring and a learning environment for a GRN which can lead them to success in their work (Lavoie‐Tremblay et al., 2020, p.593). Supportive collaborative team means multifunctional team members which can be different in their expertise, but they can have similar skills, knowledge and training. They can be more innovative, efficient and effective with their different ideas, but goal must be shared which will help to get positive patient’s health outcome (Morley & Cashell, 2017, p.207). In this collaborative team includes such as doctors, physiotherapists, mental health professional, specialists, dieticians and nurses. If whole team will be collaborating, it will be more beneficial for GRN to understand the health environment easily and obtain quality care of patients (Henderson & Eaton, 2013,

(Sexton & Orchard, 2016, p.101). In addition, Conflict arises when GRNs may not be able to fulfil high expectations of senior RNs or team leaders which may cause stress for them and can directly impact on patient’s care(Wong et al., 2018, p.31). The most common reason behind the conflicts is misinterpretation of spoken words or misunderstanding between staff, other profession of healthcare team or patient/patient’s family which can have negative influence on patients care (Lahana et al., 2017, p.33). Due to heavy workload, busy schedule and staff burnouts can develop conflicts easily (Stecker & Stecker, 2014, p. 540). For instance, If RN asked to GRN to do a task which is out of scope of practice, but RN insists GRN to do that task because RN has an emergency (Kim et al., 2017, p.283). GRN refused the task with valid reason but still RN assigned the task to GRN. According to Kim (2017), this can lead to misinterpretation conflict between both because RN misunderstands the viewpoint of GRN. This conflict can leave negative impression on patient’s centred care. It is also concern of patient’s safety and discomfort. Due to the conflict, GRN would have feeling of stress, anxiety, and fear which means more work pressure to GRN and can lead to medical errors, or delay in care. So, this will eventually be resulting in a negative impact on patient’s outcome (Kim et al., 2015, p.2075).

References:
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(2019). When Team Conflicts Threaten Quality of Care: A Study of Health Care Professionals' Experiences and Perceptions. Mayo Clinic Proceedings:

https://doi.org/10.1016/j.profnurs.2017.03.003
Friend, M., Friend, R., Ford, C., & Ewell, P. (2016). Critical Care Interprofessional Education: Exploring Conflict and Power—Lessons Learned. Journal Of

https://doi.org/10.1016/j.paid.2017.03.035
Kim, S., Bochatay, N., Relyea-Chew, A., Buttrick, E., Amdahl, C., & Kim, L. et al.

Lahana, E., Tsaras, K., Kalaitzidou, A., Galanis, P., Kaitelidou, D., & Sarafis, P. (2017). Conflicts management in public sector nursing. International Journal Of

https://doi.org/10.1016/j.colegn.2019.04.007
Phillips, C., Kenny, A., & Esterman, A. (2017). Supporting graduate nurse transition to practice through a quality assurance feedback loop. Nurse Education In Practice, 27, 121-127. https://doi.org/10.1016/j.nepr.2017.09.003
Piccinini, C., Hudlun, N., Branam, K., & Moore, J. (2018). The Effects of Preceptor Training on New Graduate Registered Nurse Transition Experiences and Organizational Outcomes. The Journal Of Continuing Education In Nursing, 49(5), 216-220. https://doi.org/10.3928/00220124-20180417-06

https://doi.org/10.1016/j.aorn.2016.12.019