Blishariz I. Lemana, Francine Andrea C. Millan, Jenghiz Khan Z. Ortega, Lance Angelo P. Rapada, Henry E. Lemana II, Elaine Joy A. Kahulugan
Corresponding author: [email protected]
A B S T R A C T
Conflict is a fundamental part of life, emerging in many different contexts. As tertiary institutions resumed in-person classes following the pandemic’s shift to online learning, student nurses like other students encountered numerous challenges and had to make essential adjustments. This quantitative-descriptive study aimed to identify the conflicts encountered by student nurses as they transitioned from online to face-toface learning and describe the conflict management styles they employ in response. A total of 144 respondents answered a researcher-made survey questionnaire to collect necessary data, which were then analyzed using frequency count, percentage distribution, weighted mean score, and standard deviation. Findings indicated that mostly experienced conflicts were intrapersonal; moreover, collaborative and compromising styles were prominent as their conflict management styles. It can be concluded that the respondents mainly involve internal struggles as their conflicts during the transition between learning modalities, highlighting the need for interventions and training programs, which could also enhance their application of other conflict management styles. Additionally, empirical recommendations are provided for educational institutions, relevant stakeholders, and future researchers to enhance the student body’s general well-being and academic success concerning understanding and managing conflicts.