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Kluge MG, Maltby S, Walker N, Bennett N, Aidman E, Nalivaiko E, Walker FR. Development of a modular stress management platform (Performance Edge VR) and a pilot efficacy trial of a bio-feedback enhanced training module for controlled breathing. PLoS One 2021; 16:e0245068. [PMID: 33529187 PMCID: PMC7853514 DOI: 10.1371/journal.pone.0245068] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/22/2020] [Accepted: 12/21/2020] [Indexed: 11/18/2022] Open
Abstract
This paper describes the conceptual design of a virtual reality-based stress management training tool and evaluation of the initial prototype in a pilot efficacy study. Performance Edge virtual-reality (VR) was co-developed with the Australian Defence Force (ADF) to address the need for practical stress management training for ADF personnel. The VR application is biofeedback-enabled and contains key stress management techniques derived from acceptance and commitment and cognitive behavioural therapy in a modular framework. End-user-provided feedback on usability, design, and user experience was positive, and particularly complimentary of the respiratory biofeedback functionality. Training of controlled breathing delivered across 3 sessions increased participants' self-reported use of breath control in everyday life and progressively improved controlled breathing skills (objectively assessed as a reduction in breathing rate and variability). Thus the data show that a biofeedback-enabled controlled breathing protocol delivered through Performance Edge VR can produce both behaviour change and objective improvement in breathing metrics. These results confirm the validity of Performance Edge VR platform, and its Controlled Breathing module, as a novel approach to tailoring VR-based applications to train stress management skills in a workplace setting.
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Affiliation(s)
- Murielle G. Kluge
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Steven Maltby
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Nicole Walker
- Army School of Health, Latchford Barracks, Bonegilla, VIC, Australia
| | | | - Eugene Aidman
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- Land Division, Defence Science & Technology Group, Edinburgh, SA, Australia
- School of Psychology, The University of Sydney, Sydney, NSW, Australia
| | - Eugene Nalivaiko
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
| | - Frederick Rohan Walker
- Centre for Advanced Training Systems, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
- School of Biomedical Sciences & Pharmacy, Faculty of Health & Medicine, The University of Newcastle, Callaghan, NSW, Australia
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Kraiger K, Ford JK. The Science of Workplace Instruction: Learning and Development Applied to Work. ANNUAL REVIEW OF ORGANIZATIONAL PSYCHOLOGY AND ORGANIZATIONAL BEHAVIOR 2021. [DOI: 10.1146/annurev-orgpsych-012420-060109] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
Learning is the engagement in mental processes resulting in the acquisition and retention of knowledge, skills, and/or affect over time and applied when needed. Building on this definition, we integrate the science of training and the science of learning to propose a new science of workplace instruction, linking the design of instructional events to instructional outcomes such as transfer and job performance through the mediating effects of learner events and learning outcomes. We propose three foundational elements: the learner, instructional principles, and training delivery (methods and media). Understanding and applying instructional principles are the primary methods for enhancing training effectiveness; thus, we detail 15 empirically supported principles. We then discuss the erroneous pursuit of aptitude-by-treatment interactions under the guise of learner styles and age-specific instruction. Finally, we offer suggestions for future research that draw on the foundation of instructional principles to optimize self-directed learning and learning in synthetic learning environments.
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Affiliation(s)
- Kurt Kraiger
- Department of Management, University of Memphis, Memphis, Tennessee 38152, USA
| | - J. Kevin Ford
- Department of Psychology, Michigan State University, East Lansing, Michigan 48824, USA
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Moroń M, Biolik-Moroń M. Trait emotional intelligence and emotional experiences during the COVID-19 pandemic outbreak in Poland: A daily diary study. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021; 168:110348. [PMID: 32843781 PMCID: PMC7439821 DOI: 10.1016/j.paid.2020.110348] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/03/2020] [Revised: 07/21/2020] [Accepted: 08/18/2020] [Indexed: 12/12/2022]
Abstract
The study examined trait emotional intelligence as a predictor for emotional reactions experienced during the first full week of the lockdown in Poland (from 16th to 22nd March). One hundred and thirty persons (101 women and 25 men; 4 did not report their gender)participated in the baseline measurement of trait emotional intelligence, positive and negative affect, and affect intensity and in a one-week daily diary. Trait emotional intelligence correlated positively with baseline positive affect and positive intensity, while negatively with baseline negative affect and negative intensity. Trait emotional intelligence marginally significantly predicted a lower frequency of anger, disgust, and sadness during the first week of the pandemic. Trait emotional intelligence predicted a lower intensity of fear, anxiety and sadness. The study showed a complex dynamics of emotional experiences during the first week of the COVID-19 pandemic. Positive states of relaxation and happiness were experienced more frequently and more intensely compared to the negatively-valenced emotions. The protective role of trait emotional intelligence during the COVID-19 pandemic outbreak was mainly associated with experiencing negative emotions (fear, anxiety, and sadness) less intensely, but not less frequently.
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Affiliation(s)
- Marcin Moroń
- Institute of Psychology, University of Silesia, Poland
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54
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Shah SAA, Yezhuang T, Shah AM, Mamirkulova G. The Effectiveness of Emotional Intelligence in the Face of Terrorism Fear and Employees’ Mental Health Strain. Int J Ment Health Addict 2020. [DOI: 10.1007/s11469-020-00440-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
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55
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The way to improve organizational citizenship behavior for the employees who lack emotional intelligence. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-01104-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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56
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Does emotional intelligence and empowering leadership affect psychological empowerment and work engagement? LEADERSHIP & ORGANIZATION DEVELOPMENT JOURNAL 2020. [DOI: 10.1108/lodj-07-2020-0313] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe objective of this study is to investigate the role of emotional intelligence and empowering leadership in enhancing psychological empowerment and work engagement in private hospitals.Design/methodology/approachA total of 500 questionnaires were distributed to staff nurses at five private hospitals in Riyadh, Saudi Arabia, 100 questionnaires to each hospital, with an achieved response rate of 34.8%.FindingsThe results show statistically significant positive relationships between emotional intelligence, empowering leadership, psychological empowerment and work engagement. The relationship between emotional intelligence and work engagement and psychological empowerment and work engagement were not significant.Research limitations/implicationsThe study found that employees who have a high level of emotional intelligence and the positive stimulus of empowering leadership demonstrate enhanced psychological empowerment and work engagement.Practical implicationsA better understanding of the role of EI and EL in enhancing psychological empowerment and work engagement could help hospitals reduce turnover among nurses and improve their relationships with patients, as well as maintaining competitive advantage.Originality/valueThe study provides evidence to support the effect of EI on empowering leadership, psychological empowerment and work engagement in private hospitals.
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Arrivillaga C, Rey L, Extremera N. Adolescents’ problematic internet and smartphone use is related to suicide ideation: Does emotional intelligence make a difference? COMPUTERS IN HUMAN BEHAVIOR 2020. [DOI: 10.1016/j.chb.2020.106375] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022]
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58
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Work/family interference and burnout among primary school teachers: the moderating role of emotional intelligence. DECISION 2020. [DOI: 10.1007/s40622-020-00249-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Jacobs I, Wollny A, Seidler J, Wochatz G. A trait emotional intelligence perspective on schema modes. Scand J Psychol 2020; 62:227-236. [PMID: 32856732 DOI: 10.1111/sjop.12670] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2020] [Accepted: 06/15/2020] [Indexed: 12/18/2022]
Abstract
Schema modes (or modes) are a key concept in the theory underlying schema therapy. Modes have rarely been related to established models of personality traits. The present study thus investigates the associations between trait emotional intelligence (TEI) and 14 modes, and tests a global TEI-mode factors-general psychological distress mediation model. The study draws on self-report data from 173 inpatients from a German clinic for psychosomatic medicine. Global TEI correlated positively with both healthy modes (happy child and healthy adult) and negatively with 10 maladaptive modes. When modes were regressed on the four TEI factors, six (emotionality), five (well-being), four (sociability), and four (self-control) significant partial effects on 10 modes emerged. In the parallel mediation model, the mode factors internalization and compulsivity fully mediated the global TEI-general psychological distress link. Implications of the results for the integration of modes with traits in general and with TEI in particular as well as implications of low TEI as a transdiagnostic feature of personality malfunctioning are discussed.
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Affiliation(s)
- Ingo Jacobs
- Medical School Berlin, Germany.,Sigmund Freud University, Berlin, Germany
| | | | - Juliana Seidler
- Gesellschaft fuer berufliche Aus- und Weiterbildung, Potsdam, Germany
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Wen Y, Chen H, Pang L, Gu X. The Relationship between Emotional Intelligence and Entrepreneurial Self-Efficacy of Chinese Vocational College Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4511. [PMID: 32585938 PMCID: PMC7345360 DOI: 10.3390/ijerph17124511] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/30/2020] [Revised: 06/20/2020] [Accepted: 06/21/2020] [Indexed: 11/16/2022]
Abstract
The purpose of this study is to explore the relationship between emotional intelligence and entrepreneurial self-efficacy. The sample consisted of 529 students. The tools used to measure the relationship between emotional intelligence and entrepreneurial self-efficacy were the Emotional Intelligence Scale developed by Wong and Law and the Entrepreneurial Self-Efficacy Scale developed by Zhan. The results showed that there was a significant difference between male and female college students in entrepreneurial self-efficacy, but no significant difference between male and female college students in emotional intelligence. In entrepreneurial self-efficacy as well as emotional intelligence, there were significant differences between the third grade and the first and second grade, respectively. In addition, the results showed a significant positive correlation between entrepreneurial self-efficacy and emotional intelligence. With the improvement of the emotional intelligence level of vocational college students, the entrepreneurial self-efficacy will increase. The lower the emotional intelligence, the faster the improvement in entrepreneurial self-efficacy. The higher the emotional intelligence, the more stable the entrepreneurial self-efficacy. The university stage is considered an ideal entrepreneurial period, especially for vocational colleges' students, who pay more attention to entrepreneurship and innovation education. Encouraging the cultivation of the emotional intelligence of vocational college students in life will help to improve personal entrepreneurial self-efficacy. This research emphasizes that improving the emotional intelligence of vocational college students can enhance their sense of self-efficacy in entrepreneurship and help students with entrepreneurship and career development.
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Affiliation(s)
- Ya Wen
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
| | - Huaruo Chen
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
- Center for Research and Reform in Education, Johns Hopkins University, Baltimore, MA 21286, USA
| | - Liman Pang
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
| | - Xueying Gu
- School of Education Science, Nanjing Normal University, Nanjing 210046, China; (Y.W.); (H.C.); (L.P.)
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Valor-Segura I, Navarro-Carrillo G, Extremera N, Lozano LM, García-Guiu C, Roldán-Bravo MI, Ruiz-Moreno A. Predicting Job Satisfaction in Military Organizations: Unpacking the Relationship Between Emotional Intelligence, Teamwork Communication, and Job Attitudes in Spanish Military Cadets. Front Psychol 2020; 11:875. [PMID: 32457684 PMCID: PMC7221124 DOI: 10.3389/fpsyg.2020.00875] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2019] [Accepted: 04/08/2020] [Indexed: 11/22/2022] Open
Abstract
Although prior research has extensively examined the association of emotional intelligence (EI) with various job attitudes (e.g., job satisfaction), empirical and systematic investigation of this link within military institutions has captured considerably less attention. The present research analyzed the relationship between EI, teamwork communication, and job satisfaction among Spanish military cadets. We tested the potential unique contribution of EI to job satisfaction over and above demographics (i.e., gender and age), proactive personality, and resilience. Moreover, we also examined whether EI was indirectly linked to job satisfaction via its relationship with teamwork communication. A sample of 363 cadet officers of the Spanish General Military Academy completed questionnaires assessing EI, teamwork communication, proactive personality, resilience, and job satisfaction. Hierarchical regression analysis revealed that EI exhibited incremental variance (ΔR 2 = 5.2%) in predicting job satisfaction (B = 0.539, 95% CI [0.306,0.771]) even after accounting for demographics, proactive personality, and resilience. Additionally, mediation analysis showed that the association of EI with job satisfaction was partially driven by enhanced teamwork communication. This research provides empirical evidence suggesting a pathway (i.e., effective teamwork communication) through which EI could help military cadets to experience higher job satisfaction. Implications for future academic programs including EI and teamwork communication to promote positive job attitudes among military personnel are discussed.
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Affiliation(s)
- Inmaculada Valor-Segura
- Department of Social Psychology, Faculty of Psychology, Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
| | | | - Natalio Extremera
- Department of Social Psychology, Faculty of Psychology, University of Málaga, Málaga, Spain
| | - Luis M. Lozano
- Department of Research Methods in Behavioral Sciences, Faculty of Psychology, Mind, Brain and Behavior Research Center, University of Granada, Granada, Spain
| | - Carlos García-Guiu
- Spanish General Military Academy, Zaragoza, Spain
- Centro Mixto University of Granada-Madoc, Granada, Spain
| | | | - Antonia Ruiz-Moreno
- Department of Business Organization, Faculty of Economics and Business Management, University of Granada, Granada, Spain
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An Examination of Ability Emotional Intelligence and Its Relationships with Fluid and Crystallized Abilities in a Student Sample. J Intell 2020; 8:jintelligence8020018. [PMID: 32344642 PMCID: PMC7713006 DOI: 10.3390/jintelligence8020018] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2019] [Revised: 04/13/2020] [Accepted: 04/15/2020] [Indexed: 12/18/2022] Open
Abstract
This study investigated correlative, factorial, and structural relationships between scores for ability emotional intelligence in the workplace (measured with the Geneva Emotional Competence Test), as well as fluid and crystallized abilities (measured with the Intelligence Structure Battery), carried out by a 188-participant student sample. Confirming existing research, recognition, understanding, and management of emotions were related primarily to crystallized ability tests measuring general knowledge, verbal fluency, and knowledge of word meaning. Meanwhile, emotion regulation was the least correlated with any other cognitive or emotional ability. In line with research on the trainability of emotional intelligence, these results may support the notion that emotional abilities are subject to acquired knowledge, where situational (i.e., workplace-specific) emotional intelligence may depend on accumulating relevant experiences.
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63
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Mérida-López S, Extremera N, Sánchez-Álvarez N. The Interactive Effects of Personal Resources on Teachers' Work Engagement and Withdrawal Intentions: A Structural Equation Modeling Approach. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E2170. [PMID: 32218113 PMCID: PMC7177841 DOI: 10.3390/ijerph17072170] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/11/2020] [Revised: 03/13/2020] [Accepted: 03/21/2020] [Indexed: 11/17/2022]
Abstract
This research contributes to the current knowledge on teacher well-being by examining an integrated model with a personal resource (i.e., emotional intelligence) explaining teacher withdrawal intention through a mediator (i.e., work engagement) and considering the moderator effect of a second personal resource (i.e., teacher self-efficacy) in this relationship. Adopting a cross-sectional design, a total of 702 teachers (63.2% female) working at different educational levels took part in this study. The results showed that emotional intelligence and teacher self-efficacy were positively related to work engagement and negatively related to withdrawal intentions. Most importantly, the results demonstrated support for the hypothesized model-that is, teacher self-efficacy moderated the relationship between emotional intelligence and work engagement. Taken together, our findings highlight both emotional intelligence and teacher self-efficacy as positive individual resources for increased work engagement and reduced withdrawal intentions. This study has implications for the development of intervention programs aiming at increasing occupational well-being in educational settings.
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Affiliation(s)
- Sergio Mérida-López
- Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain;
| | - Natalio Extremera
- Faculty of Psychology, Department of Social Psychology, Social Work, Social Anthropology and East Asian Studies, University of Málaga, 29071 Málaga, Spain;
| | - Nicolás Sánchez-Álvarez
- Faculty of Psychology, Department of Basic Psychology, University of Málaga, 29071 Málaga, Spain;
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64
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Geßler S, Nezlek JB, Schütz A. Training emotional intelligence: Does training in basic emotional abilities help people to improve higher emotional abilities? THE JOURNAL OF POSITIVE PSYCHOLOGY 2020. [DOI: 10.1080/17439760.2020.1738537] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
Affiliation(s)
- Sarah Geßler
- Department of Psychology, University of Bamberg, Bamberg, Germany
| | - John B. Nezlek
- Institute of Psychology, SWPS University of Social Sciences and Humanities, Poznań, Poland
- College of William and Mary, Williamsburg, VA, USA
| | - Astrid Schütz
- Department of Psychology, University of Bamberg, Bamberg, Germany
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65
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Moroń M. The affect balance and depressiveness as mediators between trait emotional intelligence and life satisfaction. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2019.109732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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66
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Extremera N, Mérida-López S, Quintana-Orts C, Rey L. On the association between job dissatisfaction and employee’s mental health problems: Does emotional regulation ability buffer the link? PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2019.109710] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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67
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Foster KN, McCloughen AJ. Emotionally intelligent strategies students use to manage challenging interactions with patients and families: A qualitative inquiry. Nurse Educ Pract 2020; 43:102743. [PMID: 32126501 DOI: 10.1016/j.nepr.2020.102743] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2018] [Revised: 01/31/2020] [Accepted: 02/21/2020] [Indexed: 12/30/2022]
Abstract
Healthcare students experience elevated stress associated with the interpersonal work of clinical practice. Emotional labour involves clinicians' use of intra- and inter-personal skills to manage their emotional states and promote patient and family emotional wellbeing. Effective emotional labour requires emotionally-intelligent skills. Learning to use these skills is critical to students' effective interpersonal management of stressful practice situations however, understanding of emotionally-intelligent strategies used by students on clinical placement is limited. To address this gap in knowledge, a qualitative study was conducted to investigate challenging interpersonal situations with patients and family experienced by pre-registration nursing and pharmacy students during clinical placement, and to identify how they used emotionally intelligent behaviours to manage those situations. Twenty final-year students from an Australian university were interviewed. Interpersonal situations experienced as challenging, involved patients or family members who were angry and aggressive, distressed, or embarrassed. Students used a broad range of cognitive, emotional, relational, and behavioural (CERB) emotionally-intelligent strategies to manage their own and others' emotions and behaviours during these encounters. The CERB framework, derived from analysis of student strategies, is a useful resource for healthcare curricula to support emotional intelligence education for interpersonal skill development and building of empathy and resilience for clinical practice.
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Affiliation(s)
- Kim N Foster
- Australian Catholic University & NorthWestern Mental Health, Melbourne Health, Australia.
| | - Andrea J McCloughen
- Sydney Nursing School, Faculty of Medicine and Health, University of Sydney, 88 Mallett Street, Camperdown, NSW, 2050, Australia.
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Isbell LM, Boudreaux ED, Chimowitz H, Liu G, Cyr E, Kimball E. What do emergency department physicians and nurses feel? A qualitative study of emotions, triggers, regulation strategies, and effects on patient care. BMJ Qual Saf 2020; 29:1-2. [PMID: 31941799 DOI: 10.1136/bmjqs-2019-010179] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/05/2019] [Revised: 12/18/2019] [Accepted: 12/20/2019] [Indexed: 01/04/2023]
Abstract
BACKGROUND Despite calls to study how healthcare providers' emotions may impact patient safety, little research has addressed this topic. The current study aimed to develop a comprehensive understanding of emergency department (ED) providers' emotional experiences, including what triggers their emotions, the perceived effects of emotions on clinical decision making and patient care, and strategies providers use to manage their emotions to reduce patient safety risks. METHODS Employing grounded theory, we conducted 86 semi-structured qualitative interviews with experienced ED providers (45 physicians and 41 nurses) from four academic medical centres and four community hospitals in the Northeastern USA. Constant comparative analysis was used to develop a grounded model of provider emotions and patient safety in the ED. RESULTS ED providers reported experiencing a wide range of emotions in response to patient, hospital, and system-level factors. Patients triggered both positive and negative emotions; hospital and system-level factors largely triggered negative emotions. Providers expressed awareness of possible adverse effects of negative emotions on clinical decision making, highlighting concerns about patient safety. Providers described strategies they employ to regulate their emotions, including emotional suppression, distraction, and cognitive reappraisal. Many providers believed that these strategies effectively guarded against the risk of emotions negatively influencing their clinical decision making. CONCLUSION The role of emotions in patient safety is in its early stages and many opportunities exist for researchers, educators, and clinicians to further address this important issue. Our findings highlight the need for future work to (1) determine whether providers' emotion regulation strategies are effective at mitigating patient safety risk, (2) incorporate emotional intelligence training into healthcare education, and (3) shift the cultural norms in medicine to support meaningful discourse around emotions.
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Affiliation(s)
- Linda M Isbell
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Edwin D Boudreaux
- Emergency Medicine, Psychiatry, and Quantitative Health Sciences, University of Massachusetts Medical School, Worcester, Massachusetts, USA
| | - Hannah Chimowitz
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Guanyu Liu
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Emma Cyr
- Psychological and Brain Sciences, University of Massachusetts Amherst, Amherst, Massachusetts, USA
| | - Ezekiel Kimball
- College of Education, University of Massachusetts Amherst, Amherst, Massachusetts, USA
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Vanuk JR, Alkozei A, Raikes AC, Allen JJB, Killgore WDS. Ability-Based Emotional Intelligence Is Associated With Greater Cardiac Vagal Control and Reactivity. Front Hum Neurosci 2019; 13:181. [PMID: 31244626 PMCID: PMC6579931 DOI: 10.3389/fnhum.2019.00181] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2019] [Accepted: 05/20/2019] [Indexed: 11/13/2022] Open
Abstract
Several distinct models of emotional intelligence (EI) have been developed over the past two decades. The ability model conceptualizes EI as a narrow set of interconnected, objectively measured, cognitive-emotional abilities, including the ability to perceive, manage, facilitate, and understand the emotions of the self and others. By contrast, trait or mixed models focus on subjective ratings of emotional/social competencies. Theoretically, EI is associated with neurobiological processes involved in emotional regulation and reactivity. The neurovisceral integration (NVI) model proposes a positive relationship between cardiac vagal control (CVC) and cognitive-emotional abilities similar to those encompassed by EI. The current study examined the association between CVC and EI. Because ability EI is directly tied to actual performance on emotional tasks, we hypothesized that individuals with higher ability-based EI scores would show greater levels of CVC at rest, and in response to a stressful task. Because mixed-models of EI are not linked directly to observable emotional behavior, we predicted no association with CVC. Consistent with expectations, individuals with higher levels of ability EI, but not mixed EI, had higher levels of CVC. We also found that individuals with greater levels of CVC who demonstrated reactivity to a stress induction had significantly higher EI compared to individuals that did not respond to the stress induction. Our findings support the theoretically expected overlap between constructs within the NVI model and ability EI model, however, the observed effect size was small, and the associations between EI and CVC should not be taken to indicate a causal connection. Results suggest that variance in the ability to understand emotional processes in oneself and to reason about one's visceral experience may facilitate better CVC. Future work manipulating either CVC or EI may prove informative in teasing apart the causal role driving their observed relationship.
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Affiliation(s)
- John R. Vanuk
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
- Psychophysiology Laboratory, Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - Anna Alkozei
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - Adam C. Raikes
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
| | - John J. B. Allen
- Psychophysiology Laboratory, Department of Psychology, University of Arizona, Tucson, AZ, United States
| | - William D. S. Killgore
- Social, Cognitive, and Affective Neuroscience Laboratory, Department of Psychiatry, University of Arizona, Tucson, AZ, United States
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Homan AC. Dealing with diversity in workgroups: Preventing problems and promoting potential. SOCIAL AND PERSONALITY PSYCHOLOGY COMPASS 2019. [DOI: 10.1111/spc3.12465] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2022]
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Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance. SUSTAINABILITY 2019. [DOI: 10.3390/su11082299] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Based on previous findings, which found that the three facets of ability-based emotional intelligence (EI) have varying effects on job performance, this study investigates the relationship between emotional intelligence, cognitive intelligence (CI), and job performance. The use of a cascade model suggests a progressive pattern, starting from emotion perception, followed by emotional understanding and emotion regulation, with downstream effects on job performance. Considering the advantages and disadvantages of both measurements, we employed the performance-based ability measurement, the Mayer–Salovey–Caruso Emotional Intelligence Test (MSCEIT) and the self-reporting ability EI measurement, Wong Law Emotional Intelligence Scale (WLEIS). Our findings supported the cascade model, but in the case of WLEIS measures, both self-emotion appraisal and others’ emotion appraisal precede emotion regulation, leading to a positive effect on job performance. Moreover, CI moderated the relationship between EI and job performance, such that a decline in CI rendered the relationship more positive. The MSCEIT and WLEIS showed similar results, thus supporting the cascading model and moderating effects.
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Piqueras JA, Mateu-Martínez O, Cejudo J, Pérez-González JC. Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender. Front Psychol 2019; 10:507. [PMID: 30915003 PMCID: PMC6423078 DOI: 10.3389/fpsyg.2019.00507] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Accepted: 02/20/2019] [Indexed: 11/13/2022] Open
Abstract
Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.
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Affiliation(s)
- Jose A. Piqueras
- Department of Health Psychology, Miguel Hernandez University of Elche, Elche, Spain
| | | | - Javier Cejudo
- Department of Psychology, Faculty of Education, University of Castilla–La Mancha, Ciudad Real, Spain
| | - Juan-Carlos Pérez-González
- Emotional Education Laboratory (EDUEMO Lab), Faculty of Education, National University of Distance Education (UNED), Madrid, Spain
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Mérida-López S, Extremera N, Quintana-Orts C, Rey L. In pursuit of job satisfaction and happiness: Testing the interactive contribution of emotion-regulation ability and workplace social support. Scand J Psychol 2018; 60:59-66. [DOI: 10.1111/sjop.12483] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2018] [Accepted: 07/30/2018] [Indexed: 11/27/2022]
Affiliation(s)
- Sergio Mérida-López
- Department of Social Psychology; Faculty of Psychology; University of Malaga; Malaga Spain
| | - Natalio Extremera
- Department of Social Psychology; Faculty of Psychology; University of Malaga; Malaga Spain
| | - Cirenia Quintana-Orts
- Department of Personality, Assessment and Psychological Treatment; Faculty of Psychology; University of Malaga; Malaga Spain
| | - Lourdes Rey
- Department of Personality, Assessment and Psychological Treatment; Faculty of Psychology; University of Malaga; Malaga Spain
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