Abstract
Nursing students encounter microethical dilemmas during clinical practice and are confronted with negotiating accompanying conflict. This post hoc analysis pilot study describes the frequency of conflict-handling styles demonstrated by senior-level nursing students (n = 59) who encountered microethical dilemmas embedded within existing high-fidelity simulation. Observation of recorded simulations revealed that 55.9 percent of students demonstrated effective conflict-handling styles and 44 percent demonstrated ineffective conflict handling. Recommendations for nursing education include utilizing simulation to extend learning beyond the cognitive domain to promote congruence between knowing what a nurse should do and acting on one's convictions.
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