Introduction
Negotiations are the quintessence of nursing, the main point of which is to resolve a given problem and achieve a compromise. This process can remind of a game, when partners seat on opposite sides of the table and play with different levels of skills. A qualified nurse is expected to negotiate based primarily on his or her emotional intelligence, experience, sensitivity, respect to patients and colleagues, as well as listening competence (Groves, 2014).
Essence
In order to successfully perform it, nurses should attentively recognize the opinions of the opponents and react accordingly. For example, when presenting a patient his or her diagnosis, it may be useful to make an eye contact or sit relatively closer. In case nurses are indifferent to the cause of one’s resistance to changes or fail to ask proper questions, it may be difficult to resolve the issue.
Personally, I negotiated with the staff to implement a change program on patient care protocols and faced unwillingness of some team members to use them. When asked about the exact ways they wanted to do their job along with the challenges they associate with a new program, they reported a lack of resources and time constraints (Cheng, 2015).
Conclusion
The more detailed analysis of the problem revealed staff shortage and the need to adjust work-related timelines, and the conflict was resolved. In terms of my practicum project, I assume that I would need to negotiate with some nurses, especially those who have strong personal care styles and have difficulties with adopting new evidence-based interventions. To prevent change resistance, I plan to clearly present the benefits of fall reduction initiative, including cost- and time-effectiveness, the decrease in complications, and, accordingly, a more safe care environment and staff satisfaction.
References
Cheng, F. K. (2015). Mediation skills for conflict resolution in nursing education. Nurse Education in Practice, 15(4), 310-313.
Groves, W. (2014). Professional practice skills for nurses. Nursing Standard, 29(1), 51-59.