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Gómez-Polo C, Montero J, Portillo Muñoz M, Lobato Carreño M, Pardal-Peláez B, Zubizarreta-Macho Á, Martín Casado AM. Emotional Intelligence and Personality Traits of University Students in Dentistry, Medicine and Pharmacy Degrees. Eur J Investig Health Psychol Educ 2024; 14:1757-1768. [PMID: 38921082 PMCID: PMC11203328 DOI: 10.3390/ejihpe14060116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2024] [Revised: 06/07/2024] [Accepted: 06/08/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND This study aimed to characterize dentistry, medicine and pharmacy students in terms of emotional intelligence (EI) and personality traits (PTs). It also sought to identify whether differences existed according to gender and degree program and the relationship between them. METHODS Students enrolled in dentistry (115), medicine (85) and pharmacy (57) degree programs participated voluntarily in the research, including 59 men and 198 women. The following questionnaires were used: (1) the Trait Meta-Mood Scale (TMMS-24) to evaluate EI; (2) the NEO Five-Factor Inventory (NEO-FFI) to assess PT. The Qualtrics XM platform was used for data collection. RESULTS There were no statistically significant differences between three components of EI, either according to gender or degree program. The only difference in PTs was found in neuroticism, where women scored higher than men. There were statistically significant differences between students on different degree programs in openness to experience and responsibility. The five PTs correlated significantly with the three components of EI, except responsibility and emotional attention. The strongest associations were found between neuroticism and emotional repair (-0.439). CONCLUSIONS High percentages of the student population were observed to have weaknesses in emotional clarity and emotional repair. Neuroticism is a personality trait that seems to occur more frequently in women.
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Affiliation(s)
- Cristina Gómez-Polo
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - Javier Montero
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - María Portillo Muñoz
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - Maria Lobato Carreño
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - Beatriz Pardal-Peláez
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - Álvaro Zubizarreta-Macho
- Department of Surgery, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain; (C.G.-P.); (J.M.); (M.L.C.); (B.P.-P.); (Á.Z.-M.)
| | - Ana María Martín Casado
- Department of Statistics, Faculty of Medicine and Dentistry, University of Salamanca, 37008 Salamanca, Spain;
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Hamad M, Gurbutt R. Emotional intelligence in preregistration nurse education. Nurs Stand 2023; 38:61-66. [PMID: 37731299 DOI: 10.7748/ns.2023.e11994] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2022] [Indexed: 09/22/2023]
Abstract
Emotional intelligence (EI) is considered essential to nursing practice, but it is unclear how best to support nursing students to develop EI skills. This article details a literature review that was undertaken to explore EI in preregistration nurse education and to identify effective methods for developing nursing students' EI skills. A total of 12 articles were included in the review, from which data were extracted, compared and categorised. Three main areas were identified regarding EI in preregistration nurse education: EI constructs, EI components and EI teaching methods. The review found that a range of EI constructs and components may be included in nurse education curricula, meaning that there is often inconsistency in the approaches used. Classroom teaching methods were primarily used, alongside online methods and experiential methods such as simulation-based learning. The findings of the review suggest there is a need for greater consistency in the EI constructs and components used in preregistration nurse education, as well as further research to determine which EI teaching methods are most effective.
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Affiliation(s)
- Marwan Hamad
- Faculty of Health and Wellbeing, University of Bolton, Bolton, England
| | - Russell Gurbutt
- Faculty of Health and Wellbeing, University of Bolton, Bolton, England
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Almansour AM. The level of emotional intelligence among Saudi nursing students: A cross-sectional study. BELITUNG NURSING JOURNAL 2023; 9:471-477. [PMID: 37901375 PMCID: PMC10600711 DOI: 10.33546/bnj.2794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 08/07/2023] [Accepted: 09/11/2023] [Indexed: 10/31/2023] Open
Abstract
Background Emotional intelligence is an individual's capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. Objective This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. Methods A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Results Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother's education, physical and psychological health, and grade point average (p <0.05). Conclusion The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.
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Affiliation(s)
- Ahmed Mansour Almansour
- Department of Nursing, College of Applied Medical Sciences, Majmaah University, Al-Majmaah 11952, Saudi Arabia
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Meyer HM. Understanding emotional intelligence and its relationship to clinical reasoning in senior nursing students: A mixed methods study. J Prof Nurs 2023; 46:187-196. [PMID: 37188409 DOI: 10.1016/j.profnurs.2023.03.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 03/13/2023] [Accepted: 03/19/2023] [Indexed: 04/03/2023]
Abstract
BACKGROUND The complex healthcare environment requires nursing students to be prepared to effectively reason in emotionally charged situations. Clinical reasoning is a complex cognitive process that involves many elements, with little attention given to the role of emotions in this process. PURPOSE The purpose of this pilot study was to explore the EI of senior Bachelor of Science in Nursing (BSN) students and its relationship to clinical reasoning to gain a better understanding of how emotions are used in clinical learning experiences. METHODS This study utilized a convergent parallel mixed methods design. RESULTS Quantitative findings indicated a positive relationship between Strategic EI and the clinical reasoning scale of inference (rs = 0.489, p = .044). A positive relationship was also found between the EI branch of Understanding Emotions and overall clinical reasoning (rs = 0.559, p = .024) and the clinical reasoning scale of induction (rs = 0.530, p = .035). The three categories that resulted from the qualitative findings: (1) Sadness for…, (2) Shifting Emotions, and (3) Presence converged with quantitative findings. CONCLUSION EI is an important construct when it comes to reasoning and providing care during clinical experiences. Fostering the development of EI may be one way nurse educators can better prepare nurses for safe practice.
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Giménez-Espert MDC, Maldonado S, Prado-Gascó V. Influence of Emotional Skills on Attitudes towards Communication: Nursing Students vs. Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4798. [PMID: 36981707 PMCID: PMC10048995 DOI: 10.3390/ijerph20064798] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Revised: 03/01/2023] [Accepted: 03/04/2023] [Indexed: 06/18/2023]
Abstract
Communication in nursing is essential to the quality of care and patients' satisfaction, and personal variables such as empathy and emotional intelligence (EI) can improve it; however, no studies have to date analyzed these competencies and their relations among nursing students compared with nurses. The aims of this study are, therefore, to analyze the differences between nursing students and nurses in the means for empathy, EI and attitudes towards communication in order to assess the impact of empathy and EI on nurses' and nursing students' attitudes towards communication, and their influence on the behavioral dimension of attitude. A cross-sectional descriptive study was performed on a convenience sample of 961 nursing students and 460 nurses from the Valencian Community, Spain. T-test and hierarchical regression models (HRM) were used. The data was collected in the selected universities in the 2018/2019 academic year. The results showed high levels in all the variables analyzed (i.e., empathy, EI, and attitudes towards communication) in both samples. The HRM results suggested that empathy was a better predictor than EI of the attitudes towards patient communication among both the nursing students and nurses. In the behavioral dimension of the attitude, the cognitive and affective dimensions had greater weight than the emotional component (i.e., empathy and EI). Developing empathy and the cognitive dimension of the attitude in nursing students and nurses could, therefore, help improve EI and attitudes towards communication. These findings are important for developing intervention programs adjusted to real needs.
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Affiliation(s)
- María del Carmen Giménez-Espert
- Nursing Department, Faculty of Nursing and Chiropody, University of Valencia, Avd/ Menéndez Pelayo, s/n, 46010 Valencia, Spain
| | - Sandra Maldonado
- Nursing Department of the School of Health Sciences, Human Services and Nursing, Lehman College, CUNY, 250 Bedford Park West, New York, NY 10468, USA
| | - Vicente Prado-Gascó
- Social Psychology Department, Faculty of Psychology, University of Valencia, Av. Blasco Ibáñez, 21, 46010 Valencia, Spain
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Cosper SM, Callan RS, Anderson LS. Investigating student and faculty perspectives related to predictors of NCLEX-RN success: A mixed methods approach. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2023.02.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/07/2023]
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Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
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Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
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Kim HS, Jeong HW, Ju D, Lee JA, Ahn SH. Development and Preliminary Evaluation of the Effects of a Preceptor Reflective Practice Program: A Mixed-Method Research. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:13755. [PMID: 36360630 PMCID: PMC9656827 DOI: 10.3390/ijerph192113755] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 10/19/2022] [Accepted: 10/20/2022] [Indexed: 06/16/2023]
Abstract
Studies on methods to share nursing and learning experiences with preceptors are lacking. This study was conducted to determine the preliminary effects of developing and applying a reflective practice program for preceptor nurses who experience stressful situations to convert negative emotions into positive ones. This study was conducted over 12 weeks from March to May 2022 on 47 participant nurses in South Korea. Preceptor Reflective Practice Program (PRPP) was conducted in parallel with writing a reflective journal and a reflective practice workshop. Data collection was integrated through quantitative and qualitative approaches. Quantitative data were collected through questionnaires on stress coping, the burden of preceptors, social support, and emotional intelligence, and analyzed by SPSS WIN 26.0 program. The questionnaire data were analyzed after the preceptor nurses had written a reflective journal. Stress coping, social support, and emotional intelligence significantly increased in preceptor nurses after participating in the PRPP. This study found that the PRPP helped nurses improve their emotional intelligence through reflective practice and convert stress into a more positive direction. Therefore, at the organizational and national levels, a reasonable compensation system to provide support workforce and to the work of preceptor nurses should be established.
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Lekavičienė R, Antinienė D, Nikou S, Rūtelionė A, Šeinauskienė B, Vaičiukynaitė E. Reducing consumer materialism and compulsive buying through emotional intelligence training amongst Lithuanian students. Front Psychol 2022; 13:932395. [PMID: 36329741 PMCID: PMC9622942 DOI: 10.3389/fpsyg.2022.932395] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Accepted: 09/27/2022] [Indexed: 11/19/2022] Open
Abstract
Consumers’ inclinations towards materialism and compulsive buying are influenced by a variety of factors. Materialistic consumers face maladies that cause stress and lower subjective well-being and are unable to control their buying behaviour that in turn leads to social and financial issues. This paper aims to investigate the effect of emotional intelligence training on consumers’ materialism and compulsive buying. The experimental design involves 36 respondents across both groups. Findings confirm the hypothesis that ability-based training programmes can help consumers improve their emotional intelligence whilst also lowering their levels of materialism and compulsive buying. In sum, the results extend the existing literature on consumer materialism by providing an explanation on how specific emotional ability-based training can diminish materialistic and excessive buying inclinations. The development of emotional intelligence skills-based training programmes contributes to more sustainable consumer behaviour, mitigating the vulnerability to materialism and related addictive behavioural consequences.
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Affiliation(s)
- Rosita Lekavičienė
- Faculty of Social Sciences, Arts and Humanities, Kaunas University of Technology, Kaunas, Lithuania
| | - Dalia Antinienė
- Faculty of Public Health, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Shahrokh Nikou
- Faculty of Social Sciences, Business and Economics, Åbo Akademi University, Turku, Finland
- Department of Computer and Systems Sciences, Stockholm University, Kista, Sweden
| | - Aušra Rūtelionė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
- *Correspondence: Aušra Rūtelionė,
| | - Beata Šeinauskienė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
| | - Eglė Vaičiukynaitė
- School of Economics and Business, Kaunas University of Technology, Kaunas, Lithuania
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Yildirim N, Kantek F, Yilmaz FA. Relationships between leadership orientations and emotional intelligence in nursing students. Perspect Psychiatr Care 2022; 58:903-909. [PMID: 34056722 DOI: 10.1111/ppc.12871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Revised: 05/10/2021] [Accepted: 05/16/2021] [Indexed: 10/21/2022] Open
Abstract
PURPOSE To describe the relationship between leadership orientation and emotional intelligence levels of nursing students. METHOD The study is a cross-sectional and descriptive correlational study. RESULTS This study was carried out with 320 nursing students. There was a positive relationship between the mean scores for the Leadership Orientations subdimensions and the mean scores for the overall Emotional Intelligence Evaluation Scale and its subdimensions. PRACTICE IMPLICATIONS More studies are needed to examine the relationship between students' emotional intelligence and leadership orientations.
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Affiliation(s)
- Nezaket Yildirim
- Department of Nursing Management, Faculty of Nursing, Akdeniz University, Antalya, Turkey
| | - Filiz Kantek
- Department of Nursing Management, Faculty of Nursing, Akdeniz University, Antalya, Turkey
| | - Figen A Yilmaz
- Department of Nursıng, Department of Obstetrics and Gynecology Nursing, Faculty of Health Sciences, Bozok University, Yozgat, Turkey
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Jiménez-Rodríguez D, Molero Jurado MDM, Pérez-Fuentes MDC, Arrogante O, Oropesa-Ruiz NF, Gázquez-Linares JJ. The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students. Healthcare (Basel) 2022; 10:healthcare10050866. [PMID: 35628003 PMCID: PMC9141638 DOI: 10.3390/healthcare10050866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 05/01/2022] [Accepted: 05/05/2022] [Indexed: 11/16/2022] Open
Abstract
There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.
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Affiliation(s)
- Diana Jiménez-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain
- Correspondence:
| | - María del Mar Molero Jurado
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - María del Carmen Pérez-Fuentes
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, 28003 Madrid, Spain;
| | - Nieves Fátima Oropesa-Ruiz
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
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Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review. Dent J (Basel) 2022; 10:dj10040067. [PMID: 35448061 PMCID: PMC9026633 DOI: 10.3390/dj10040067] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 03/22/2022] [Accepted: 03/30/2022] [Indexed: 01/10/2023] Open
Abstract
Background: Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students. Methods: All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles. Results: The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.
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Strickland HP, Cheshire MH, Mensch Z. A comparison of emotional intelligence in traditional BSN and RN to BSN nursing students. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2021.06.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
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Taubner S, Kasper L, Hauschild S, Wiegand-Grefe S, Georg A. [Bifocal perspective in the work with families with mentally ill parents]. PSYCHOTHERAPEUT 2021; 67:50-57. [PMID: 34903911 PMCID: PMC8656138 DOI: 10.1007/s00278-021-00557-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/05/2021] [Indexed: 10/31/2022]
Abstract
BACKGROUND Mentally ill parents pose a risk factor for the transgenerational transmission of mental disorders. Contemporary psychiatry mainly focuses on the individual and patients are not always recognized as being parents. OBJECTIVE The development and evaluation of a training program for mental health professionals to support a family orientation in psychiatric treatment by using a bifocal perspective, which keeps an eye on the index patient and the family with a focus especially on children, are presented. METHODS In order to establish the bifocal perspective in attitudes, knowledge and skills, a half-day training program, consisting of a lecture and a seminar was developed. This was carried out as part of the Children of Mentally Ill Parents -Research Network (CHIMPS-NET) consortium at seven locations in Germany in the respective adult, pediatric and adolescent departments of psychiatry. The needs were evaluated before the training using an online questionnaire. The implementation was accompanied by a qualitative analysis of memory protocols of the trainers. RESULTS AND DISCUSSION The training could be successfully carried out with 120 participants, whereby the target of a comprehensive training of the complete personnel across occupational groups could not be realized, also partly due to the pandemic, and the exercising elements of training could not all be utilized. The evaluation of the questionnaire, which was completed by approximately 50% of the participants showed that the group of participating psychologists and physicians already had a strong family orientation. The qualitative analysis of protocols from all locations documented a strong need for networking across institutions and clear standard procedures, e.g. in dealing with child maltreatment.
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Affiliation(s)
- Svenja Taubner
- Institut für Psychosoziale Prävention, Universitätsklinikum Heidelberg, Bergheimer Str. 54, 69115 Heidelberg, Deutschland
| | - Lea Kasper
- Institut für Psychosoziale Prävention, Universitätsklinikum Heidelberg, Bergheimer Str. 54, 69115 Heidelberg, Deutschland
| | - Sophie Hauschild
- Institut für Psychosoziale Prävention, Universitätsklinikum Heidelberg, Bergheimer Str. 54, 69115 Heidelberg, Deutschland
| | - Silke Wiegand-Grefe
- Institut für Psychosoziale Prävention, Universitätsklinikum Heidelberg, Bergheimer Str. 54, 69115 Heidelberg, Deutschland
| | - Anna Georg
- Institut für Psychosoziale Prävention, Universitätsklinikum Heidelberg, Bergheimer Str. 54, 69115 Heidelberg, Deutschland
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Kim SH, Lee BG. The effects of a maternal nursing competency reinforcement program on nursing students’ problem-solving ability, emotional intelligence, self-directed learning ability, and maternal nursing performance in Korea: a randomized controlled trial. KOREAN JOURNAL OF WOMEN HEALTH NURSING 2021; 27:230-242. [PMID: 36311983 PMCID: PMC9328593 DOI: 10.4069/kjwhn.2021.09.13] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2021] [Revised: 09/10/2021] [Accepted: 09/13/2021] [Indexed: 11/22/2022] Open
Abstract
Purpose The purpose of this study was to develop a maternal nursing competency reinforcement program for nursing students and assess the program’s effectiveness in Korea. Methods The maternal nursing competency reinforcement program was developed following the ADDIE model. This study employed an explanatory sequential mixed methods design that applied a non-blinded, randomized controlled trial with nursing students (28 experimental, 33 control) followed by open-ended interviews with a subset (n=7). Data were analyzed by both qualitative and quantitative analysis methods. Results Repeated measures analysis of variance showed that significant differences according to group and time in maternal nursing performance; assessment of and intervention in postpartum uterine involution and vaginal discharge (F=24.04, p<.001), assessment of and intervention in amniotic membrane rupture (F=36.39, p<.001), assessment of and intervention in delivery process through vaginal examination (F=32.42, p<.001), and nursing care of patients undergoing induced labor (F=48.03, p<.001). Group and time improvements were also noted for problem-solving ability (F=9.73, p<.001) and emotional intelligence (F=4.32, p=.016). There were significant differences between groups in self-directed learning ability (F=13.09 p=.001), but not over time. The three themes derived from content analysis include “learning with a colleague by simulation promotes self-reflection and learning,” “improvement in maternal nursing knowledge and performance by learning various countermeasures,” and “learning of emotionally supportive care, but being insufficient.” Conclusion The maternal nursing competency reinforcement program can be effectively utilized to improve maternal nursing performance, problem-solving ability, and emotional intelligence for nursing students.
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Affiliation(s)
- Sun-Hee Kim
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
| | - Bo Gyeong Lee
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
- Corresponding author: Bo Gyeong Lee College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, 33 Duryugongwon-ro 17-gil, Nam-gu, Daegu 42472, Korea Tel: +82-53-650-3621 E-mail:
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Lu YL, Shorey S. Nurses' perceptions of emotional intelligence in the clinical setting: A qualitative systematic review. J Nurs Manag 2021; 29:2453-2460. [PMID: 34216499 DOI: 10.1111/jonm.13406] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/23/2021] [Revised: 05/22/2021] [Accepted: 06/30/2021] [Indexed: 12/31/2022]
Abstract
AIM The aim of the study is to explore available literature on nurses'/midwives' perceptions of emotional intelligence in the clinical setting. BACKGROUND Emotional intelligence is a crucial skill in nursing practice but little is known about nurses' perceptions of it. EVALUATION Eight electronic databases (CINAHL, Cochrane, Embase, ProQuest Dissertations and Theses Global, PsycInfo, PubMed, Scopus and Web of Science) were searched until November 2020. Quality appraisal was performed using the Critical Appraisal Skills Program Checklist. Data analysis was conducted using Sandelowski and Barroso's two-step approach of meta-summary and meta-synthesis. KEY ISSUES Five themes emerged from the 17 included studies: (1) understanding emotional intelligence in clinical nursing, (2) nurses' utilization of emotional intelligence, (3) benefits of being an emotionally intelligent nurse, (4) barriers to developing emotional intelligence and (5) recommendations to enhance emotional intelligence. CONCLUSIONS Nurses expressed interest in enhancing their emotional intelligence, and they identified barriers and provided corresponding recommendations to support their endeavours. Future studies should be geographically distributed and include nurses from all sectors of the profession to amass a holistic and comprehensive conceptual understanding of emotional intelligence. IMPLICATIONS FOR NURSING MANAGEMENT Policy makers and nursing educators should tactically and successfully integrate emotional intelligence training into the nursing profession and curricula.
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Affiliation(s)
- Yen Ling Lu
- National Healthcare Group Polyclinics, Singapore
| | - Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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Dugué M, Sirost O, Dosseville F. A literature review of emotional intelligence and nursing education. Nurse Educ Pract 2021; 54:103124. [PMID: 34175653 DOI: 10.1016/j.nepr.2021.103124] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 12/30/2022]
Abstract
AIM The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. DESIGN Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. RESULTS 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. CONCLUSIONS This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
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Affiliation(s)
- Manon Dugué
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France.
| | - Olivier Sirost
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France
| | - Fabrice Dosseville
- Université Caen Normandie, UMR-S 1075, 14032 Caen, France; INSERM, UMR-S 1075 COMETE, 14032 Caen, France
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18
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Sense of courage: The mediating role of courage between emotional reflexivity and work-life integration among nurses in Indian hospitals. Int J Nurs Sci 2021; 8:318-324. [PMID: 34307781 PMCID: PMC8283716 DOI: 10.1016/j.ijnss.2021.06.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 05/28/2021] [Accepted: 06/02/2021] [Indexed: 11/22/2022] Open
Abstract
Objectives This study aimed to determine the relationship between emotional reflexivity and work-life integration through the mechanism of moral courage and enhance our understanding of the importance of these nursing concepts to enable the nurses to develop better coping strategies for work-life integration. Methods A cross-sectional survey was performed with 249 nurses, including staff nurses, ICU and critical care nurses, operation theatre nurses, pediatric nurses from 17 hospitals. Emotional Reflexivity, work-life integration, and courage were measured using a demographic information questionnaire, Life Project Reflexivity Scale (LPRS), Nurse’s Moral Courage Scale (NMCS), and Work-Life Boundary Enactment (WLBE) scale. A series of multiple regressions analyzed the mediating effect. Results Emotional Reflexivity was positively correlated with work-life integration (β = 0.66, P < 0.01). There was a positive correlation between emotional reflexivity and moral courage. But the path did not get the necessary support in the structural equation modeling (SEM) (β = −0.13, P = 0.40). When controlling for courage (β = 0.42, P < 0.01), the association was significant between emotional reflexivity and work-life integration with partial mediation. Conclusion The study reported a positive correlation between reflexivity and work-life integration. Thus, nurses’ work-life integration becomes better by reinforcing their emotional reflexivity and moral courage.
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Strengthening internal resources to promote resilience among prelicensure nursing students. J Prof Nurs 2021; 37:777-783. [PMID: 34187678 DOI: 10.1016/j.profnurs.2021.05.008] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2021] [Indexed: 11/23/2022]
Abstract
Resilience is a complex construct that is not universally defined, but reflects the ability of a person, community, or system to positively adapt to adversity in a way that promotes growth and well-being. Developing resilient nurses is a promising strategy to reduce nurse burnout and improving retention. The purpose of this paper is to review selected literature, synthesize, and interpret the findings that point toward promising practices that educators can employ to support student resilience. Four prominent prelicensure nursing student internal protective factors associated with resilience and derived from the literature include self-efficacy, optimism, emotional intelligence, and self-stewardship/self-care. Interventions to promote nursing student resilience is not well developed, however, there are promising evidence to inform concepts and interventions to guide the development, skills, practices, and strategies for nurse educators. Educational strategies to enhance student nurse internal protective factors include reflection, positive reframing, problem-based learning, and mindfulness. Specific examples of each educational modality applied to prelicensure student nurse resilience are provided. Integrative strategies to support and cultivate internal protective factors to strengthen student resilience are paramount to nursing education and clinical nursing practice.
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Peisachovich E, Appel L, Sinclair D, Luchnikov V, Da Silva C. CVRriculum Program Faculty Development Workshop: Outcomes and Suggestions for Improving the Way We Guide Instructors to Embed Virtual Reality Into Course Curriculum. Cureus 2021; 13:e13692. [PMID: 33824834 PMCID: PMC8012247 DOI: 10.7759/cureus.13692] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022] Open
Abstract
Experiential education and student engagement are a main source of student attraction and retention in post secondary milieus. To remain innovative, it is imperative that universities look beyond the internet and traditional multimedia mediums and incorporate novel ways and cutting-edge technologies that can drastically change the way students and educators experience learning. The application of technology as an approach to experiential education is becoming more popular and has extensively impacted universities and other higher education organizations around the world. One approach to support this change in education delivery is to use immersive technologies such as virtual reality (VR). Our team has conducted a pilot study that focuses on embedding VR as a medium to teach empathy within higher education milieus. We began the study by conducting a pilot faculty development workshop to provide an understanding of VR and ways it can be embedded as a pedagogical approach to support curriculum design. Five faculty members from a local university were recruited to participate. Outcomes suggest that embedding VR into the curriculum is a feasible approach that provides an engaging learning environment that is effective for teaching an array of interpersonal skills. The workshop laid the foundation for future faculty training programs guiding the use of VR, prompting a dialog regarding plans for future workshops across a pan-university context.
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Affiliation(s)
| | - Lora Appel
- Medical Education and Simulation, York University, Toronto, CAN
| | - Don Sinclair
- Medical Education and Simulation, York University, Toronto, CAN
| | | | - Celina Da Silva
- Medical Education and Simulation, York University, Toronto, CAN
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Gullick J, Wu J, Reid C, Tembo AC, Shishehgar S, Conlon L. Heideggerian structures of Being-with in the nurse-patient relationship: modelling phenomenological analysis through qualitative meta-synthesis. MEDICINE, HEALTH CARE, AND PHILOSOPHY 2020; 23:645-664. [PMID: 32894396 DOI: 10.1007/s11019-020-09975-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/27/2020] [Indexed: 06/11/2023]
Abstract
Heideggerian philosophy is frequently chosen as a philosophical framing, and/or a hermeneutic analytical structure in qualitative nursing research. As Heideggerian philosophy is dense, there is merit in the development of scholarly resources that help to explain discrete Heideggerian concepts and to uncover their relevance to contemporary human experience. This paper uses a meta-synthesis methodology to pool and synthesise findings from 29 phenomenological research reports on Being-with in the nurse-patient relationship. We firstly considered and secured the most relevant Heideggerian elements to nurse-patient Being-with (Dasein-with, circumspection, solicitude, and discourse). Under these deductive codes, we then inductively developed sub-themes that seemed to explain the multifaceted nature of Being-with, through a secondary analysis and synthesis of published data from 417 patient, carer and nurse participants. Dasein-with was enhanced when nurses had first-hand experience with a phenomenon. Nurses moved between the inauthentic they-mode (task-orientated busyness, existential abandonment, rough handling and deficient modes of concern in potentially violent encounters), and the authentic self-mode (seeking connection [knowing], and openness [unknowing], which exposed their emotional vulnerability). Through circumspection (making room for, deseverance and directionality), technology and people were encountered environmentally feeding into nursing attention, assessment and communication. Nursing as a social arrangement (solicitude) was expressed through either leaping-in care (also perceived as 'power over') or leaping-ahead care (moving the patient towards independence). There was a place for both inauthentic (idle talk) and authentic discourse (including non-verbal and spiritual discourse) that nurses wove through the ontic everydayness of nursing tasks.
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Affiliation(s)
- Janice Gullick
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia.
| | - John Wu
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia
- University of Sydney (Sydney Conservatorium of Music and University Library), Sydney, NSW, Australia
| | - Cindy Reid
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia
| | - Agness Chisanga Tembo
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia
- Maitland Hospital (Intensive Care Unit), Maitland, NSW, Australia
| | - Sara Shishehgar
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia
- Faculty of Health, University of Technology, Sydney, NSW, Australia
| | - Lisa Conlon
- University of Sydney (Susan Wakil School of Nursing & Midwifery, Faculty of Medicine & Health), Sydney, NSW, Australia
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Kunzler AM, Helmreich I, König J, Chmitorz A, Wessa M, Binder H, Lieb K. Psychological interventions to foster resilience in healthcare students. Cochrane Database Syst Rev 2020; 7:CD013684. [PMID: 32691879 PMCID: PMC7388680 DOI: 10.1002/14651858.cd013684] [Citation(s) in RCA: 37] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
BACKGROUND Resilience can be defined as maintaining or regaining mental health during or after significant adversities such as a potentially traumatising event, challenging life circumstances, a critical life transition or physical illness. Healthcare students, such as medical, nursing, psychology and social work students, are exposed to various study- and work-related stressors, the latter particularly during later phases of health professional education. They are at increased risk of developing symptoms of burnout or mental disorders. This population may benefit from resilience-promoting training programmes. OBJECTIVES To assess the effects of interventions to foster resilience in healthcare students, that is, students in training for health professions delivering direct medical care (e.g. medical, nursing, midwifery or paramedic students), and those in training for allied health professions, as distinct from medical care (e.g. psychology, physical therapy or social work students). SEARCH METHODS We searched CENTRAL, MEDLINE, Embase, 11 other databases and three trial registries from 1990 to June 2019. We checked reference lists and contacted researchers in the field. We updated this search in four key databases in June 2020, but we have not yet incorporated these results. SELECTION CRITERIA Randomised controlled trials (RCTs) comparing any form of psychological intervention to foster resilience, hardiness or post-traumatic growth versus no intervention, waiting list, usual care, and active or attention control, in adults (18 years and older), who are healthcare students. Primary outcomes were resilience, anxiety, depression, stress or stress perception, and well-being or quality of life. Secondary outcomes were resilience factors. DATA COLLECTION AND ANALYSIS Two review authors independently selected studies, extracted data, assessed risks of bias, and rated the certainty of the evidence using the GRADE approach (at post-test only). MAIN RESULTS We included 30 RCTs, of which 24 were set in high-income countries and six in (upper- to lower-) middle-income countries. Twenty-two studies focused solely on healthcare students (1315 participants; number randomised not specified for two studies), including both students in health professions delivering direct medical care and those in allied health professions, such as psychology and physical therapy. Half of the studies were conducted in a university or school setting, including nursing/midwifery students or medical students. Eight studies investigated mixed samples (1365 participants), with healthcare students and participants outside of a health professional study field. Participants mainly included women (63.3% to 67.3% in mixed samples) from young adulthood (mean age range, if reported: 19.5 to 26.83 years; 19.35 to 38.14 years in mixed samples). Seventeen of the studies investigated group interventions of high training intensity (11 studies; > 12 hours/sessions), that were delivered face-to-face (17 studies). Of the included studies, eight compared a resilience training based on mindfulness versus unspecific comparators (e.g. wait-list). The studies were funded by different sources (e.g. universities, foundations), or a combination of various sources (four studies). Seven studies did not specify a potential funder, and three studies received no funding support. Risk of bias was high or unclear, with main flaws in performance, detection, attrition and reporting bias domains. At post-intervention, very-low certainty evidence indicated that, compared to controls, healthcare students receiving resilience training may report higher levels of resilience (standardised mean difference (SMD) 0.43, 95% confidence interval (CI) 0.07 to 0.78; 9 studies, 561 participants), lower levels of anxiety (SMD -0.45, 95% CI -0.84 to -0.06; 7 studies, 362 participants), and lower levels of stress or stress perception (SMD -0.28, 95% CI -0.48 to -0.09; 7 studies, 420 participants). Effect sizes varied between small and moderate. There was little or no evidence of any effect of resilience training on depression (SMD -0.20, 95% CI -0.52 to 0.11; 6 studies, 332 participants; very-low certainty evidence) or well-being or quality of life (SMD 0.15, 95% CI -0.14 to 0.43; 4 studies, 251 participants; very-low certainty evidence). Adverse effects were measured in four studies, but data were only reported for three of them. None of the three studies reported any adverse events occurring during the study (very-low certainty of evidence). AUTHORS' CONCLUSIONS For healthcare students, there is very-low certainty evidence for the effect of resilience training on resilience, anxiety, and stress or stress perception at post-intervention. The heterogeneous interventions, the paucity of short-, medium- or long-term data, and the geographical distribution restricted to high-income countries limit the generalisability of results. Conclusions should therefore be drawn cautiously. Since the findings suggest positive effects of resilience training for healthcare students with very-low certainty evidence, high-quality replications and improved study designs (e.g. a consensus on the definition of resilience, the assessment of individual stressor exposure, more attention controls, and longer follow-up periods) are clearly needed.
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Affiliation(s)
| | | | - Jochem König
- Institute of Medical Biostatistics, Epidemiology and Informatics (IMBEI), University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Andrea Chmitorz
- Faculty of Social Work, Health Care and Nursing, Esslingen University of Applied Sciences, Esslingen, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
| | - Michèle Wessa
- Leibniz Institute for Resilience Research (LIR), Mainz, Germany
- Department of Clinical Psychology and Neuropsychology, Johannes Gutenberg University Mainz, Mainz, Germany
| | - Harald Binder
- Institute for Medical Biometry and Statistics, Faculty of Medicine and Medical Center, University of Freiburg, Freiburg, Germany
| | - Klaus Lieb
- Leibniz Institute for Resilience Research (LIR), Mainz, Germany
- Department of Psychiatry and Psychotherapy, University Medical Center of the Johannes Gutenberg University Mainz, Mainz, Germany
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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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Hurley J, Hutchinson M, Kozlowski D, Gadd M, van Vorst S. Emotional intelligence as a mechanism to build resilience and non-technical skills in undergraduate nurses undertaking clinical placement. Int J Ment Health Nurs 2020; 29:47-55. [PMID: 31127972 DOI: 10.1111/inm.12607] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/06/2019] [Indexed: 11/28/2022]
Abstract
The environments in which nursing work is undertaken can be highly stressful and complex with resultant harmful outcomes for the health of both nurses and patients reported. Undergraduate nursing students are particularly challenged when on clinical placement through having only partially developed work capabilities, with wide claims that these nurses remain underprepared for work even upon graduation. Over time undergraduate nursing education has arguably not prioritized developing resilience and other non-technical skills required to respond effectively to these challenges. This paper reports findings from a qualitative study of student nurses who received training and coaching in emotional intelligence, a well-established correlate of resilience, just prior to undertaking a mental health or medical/surgical clinical placement. Of that cohort, 12 agreed to qualitative semi-structured interviews that sought to better understand how these students used the knowledge and capabilities from the training within clinical placement contexts. Four themes emerged from the thematic analysis of the interviews: (1) greater experiences of resilience; (2) responding positively to mental health consumers; (3) experiences of greater empathy and compassion; and (4) experiences of improved non-technical work skills. Implications from these findings suggest that student and patient experiences of nursing placement, and mental health nursing placements in particular, would be enhanced by pre-placement emotional intelligence training and coaching. Such training will support nursing graduates to be work-ready upon entering the workforce.
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Affiliation(s)
- John Hurley
- Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Marie Hutchinson
- Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Desiree Kozlowski
- Southern Cross University, Coffs Harbour, New South Wales, Australia
| | - Martin Gadd
- Mid North Coast LHD, Coffs Harbour, New South Wales, Australia
| | - Stephen van Vorst
- Southern Cross University, Coffs Harbour, New South Wales, Australia
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Mansel B, Einion A. 'It's the relationship you develop with them': emotional intelligence in nurse leadership. A qualitative study. ACTA ACUST UNITED AC 2020; 28:1400-1408. [PMID: 31778341 DOI: 10.12968/bjon.2019.28.21.1400] [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] [Indexed: 12/30/2022]
Abstract
AIM to investigate emotional intelligence (EI) and its relationship to nursing leadership. BACKGROUND strong, effective leadership is core to organisational competency and significantly influences care quality. EI is the ability to understand one's own feelings and to assess and respond to the feelings of others. It is linked to self-awareness, self-management, social awareness and social skills, all of which are vital in leadership roles. However, insufficient research explores EI in nursing leadership from the perspective of nurse leaders. DESIGN a qualitative study employed interpretive phenomenological analysis methods, using a purposive sample of band 7 sisters/charge nurses/team managers (n=5) from one Welsh health board. Semistructured interviews were recorded and analysed in four stages. FINDINGS four clusters of themes were identified, each with two to three subthemes. These were: sensing others-the empathetic leader; experiencing the affected sense of self; strategies employed to build the team; and reading the flux of the organisation. CONCLUSION although the nurse leaders were unfamiliar with the concept of EI, their narratives reflected some core values of EI. However, significant barriers around time, pressure and staffing levels impeded their potential to use EI to become more effective leaders. Nurse leaders should harness the power of emotions to influence others to achieve excellent care.
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Liutsko L. The integrative model of personality and the role of personality in a Planetary Health context. PERSONALITY AND INDIVIDUAL DIFFERENCES 2019. [DOI: 10.1016/j.paid.2019.109512] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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van Zyl AB, Noonan I. The Trojan War inside nursing: an exploration of compassion, emotional labour, coping and reflection. ACTA ACUST UNITED AC 2019; 27:1192-1196. [PMID: 30418863 DOI: 10.12968/bjon.2018.27.20.1192] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Compassionate care is fundamental to nursing. However, when delivering compassionate care, the expected emotional state may not always spontaneously arise, risking a dissonance between authentic and displayed emotions. Nurses may therefore be required to engage in some form of emotional regulation strategy, to conform with assumed professional rules on emotional display. In both the dissonance and emotional regulation, there are risks on which nurses need to reflect. In this article, the end of the Trojan War as depicted in Homer's The Iliad and Virgil's The Aeneid is used as an allegory to illustrate the dangers and advantages of using response- or antecedent-focused strategies for emotional regulation. Response-focused strategies are reactive in nature-they could build resilience over time but may leave students and newly qualified nurses feeling exposed. An 'emotional curriculum' to include emotional intelligence in nurse education could equip the students with a more proactive approach to developing resilience rather than defensive practice. Using a narrative as an allegory may help to explore the application of these concepts in nursing practice.
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Affiliation(s)
- Adele Banks van Zyl
- Student Nurse, Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, King's College London
| | - Ian Noonan
- Head of Department of Mental Health, Florence Nightingale Faculty of Nursing, Midwifery & Palliative Care, King's College London
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Romero‐Martín M, Gómez‐Salgado J, Robles‐Romero JM, Jiménez‐Picón N, Gómez‐Urquiza JL, Ponce‐Blandón JA. Systematic review of the nature of nursing care described by using the Caring Behaviours Inventory. J Clin Nurs 2019; 28:3734-3746. [DOI: 10.1111/jocn.15015] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2018] [Revised: 05/30/2019] [Accepted: 06/30/2019] [Indexed: 12/21/2022]
Affiliation(s)
| | - Juan Gómez‐Salgado
- Department of Sociology, Social Work and Public Health University of Huelva Huelva Spain
- Safety and Health Posgrade Program University Espíritu Santo Guayaquil Ecuador
| | | | - Nerea Jiménez‐Picón
- Centro Universitario de Enfermería Cruz Roja University of Seville Sevilla Spain
| | - José Luis Gómez‐Urquiza
- Department of Nursing, Facultad de Ciencias de la Salud, Parque Tecnológico de Ciencias de la Salud University of Granada Granada Spain
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Strickland HP, Cheshire MH, Neal L. Measured Emotional Intelligence in RN to BSN Education. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2019.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Gribble N, Ladyshewsky RK, Parsons R. The impact of clinical placements on the emotional intelligence of occupational therapy, physiotherapy, speech pathology, and business students: a longitudinal study. BMC MEDICAL EDUCATION 2019; 19:90. [PMID: 30917816 PMCID: PMC6437894 DOI: 10.1186/s12909-019-1520-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2017] [Accepted: 03/15/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Emotional intelligence (EI) is a critical skill for healthcare practitioners. Minimal longitudinal research has tracked the changes in EI of therapy students over their final full-time clinical placements. METHODS The Emotional Quotient Inventory (EQ-i2.0) measured the EI of 283 therapy students and 93 business students (control group who do no clinical placements) at three time points over a 16-month period, the same period that the therapy students participated in clinical placements. RESULTS Analysis of the therapy students showed significant increases over the 16 months of the study in Total EI score, as well as nine other EI skills. However, large percentages of students reported declining scores in emotional-expression, assertiveness, self-expression, and stress tolerance, with some students reporting low EI scores before commencing full-time extended clinical placements. CONCLUSIONS The study contributes to new knowledge about the changing EI skills of therapy students as they complete their full-time, extended placements. Emotional intelligence in student therapists should be actively fostered during coursework, clinical placements and when first entering the workforce. University educators are encouraged to include EI content through the therapy curricula. Employers are encouraged to provide peer coaching, mentoring and workshops focused on EI skills to recent graduates.
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Affiliation(s)
- Nigel Gribble
- School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, GPO Box U1985, Perth, 6845 Australia
| | | | - Richard Parsons
- School of Occupational Therapy, Social Work, and Speech Pathology, Curtin University, GPO Box U1985, Perth, 6845 Australia
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Giménez-Espert MDC, Valero-Moreno S, Prado-Gascó VJ. Evaluation of emotional skills in nursing using regression and QCA models: A transversal study. NURSE EDUCATION TODAY 2019; 74:31-37. [PMID: 30554032 DOI: 10.1016/j.nedt.2018.11.019] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/07/2018] [Revised: 10/24/2018] [Accepted: 11/23/2018] [Indexed: 06/09/2023]
Abstract
BACKGROUND Emotional skills are fundamental for quality service by nursing professionals, providing more personalized attention and a close relationship between the professional and patient. OBJECTIVES To compare linear relationship models (linear regressions) and models based on comparative qualitative analysis (QCA) in the analysis of the possible influence of socio-demographic variables (age and sex), working conditions (type of contract and seniority) and academic training (type of degree and specific training) on emotional abilities (emotional intelligence and empathy) in nursing. DESIGN It is a transversal design in a single temporary moment. PARTICIPANTS The sample of this study consisted of 217 direct patient care nursing professionals from 7 public hospitals in Valencia, Spain. METHODS The Jefferson Scale for Nursing Empathy was used to measure empathy and the Trait of Meta-Mood Scale 24 to measure emotional intelligence. Two different statistical methodologies were used: traditional regression models and qualitative comparative analysis models of fuzzy sets (fsQCA). RESULTS The results of the regression model suggest that only sex (negatively in the case of perspective taking) and positively (in compassionate care and thinking like the patient) is a predictive variable in the case of empathy, but not in emotional intelligence. Thus, the results of the fsQCA models provide a greater amount of predictive value for both emotional intelligence and empathy, although when varying the variables that best explained the dimensions, the type of contract and age were the main conditions that were sufficient but not necessary. CONCLUSIONS Given the differences in linear relationship models and fsQCA, far from prioritizing one technique over another, both are complementary and should be used simultaneously in other studies.
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Giménez-Espert MDC, Prado-Gascó VJ, Valero-Moreno S. Impact of work aspects on communication, emotional intelligence and empathy in nursing. Rev Lat Am Enfermagem 2019. [PMCID: PMC6358135 DOI: 10.1590/1518-8345.2933.3118] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
ABSTRACT Objective: to assess the impact of the type of contract and seniority of nursing staff on their attitudes towards communication, emotional intelligence and empathy. Methods: the instruments measuring attitudes towards communication, empathy and emotional intelligence. The study sample was composed of 450 nurses from 7 hospitals. To explore the effect of the variables studied, one-factor ANOVA test, Pearson correlations and hierarchical multiple linear regression models were performed according to the type of contract. Results: there are statistically significant differences between the variables studied according to the type of contract. More specifically, the nursing staff with permanent contract showed higher scores in the cognitive dimension of the scale attitudes towards communication. Likewise, the highest correlations were found among the dimensions of attitudes towards communication in all the groups. At the same time, seniority was positively related to emotional intelligence in the interim and negatively related to empathy in the permanent contract. Finally, regarding the regression models, it was observed that the perspective taken is the main predictor of each dimension of attitudes towards communication in all the groups, regardless of the type of contract. Conclusion: positive working conditions (job security, permanent contract and seniority) have been found to influence the communication skills in the patient-nurse relationship.
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Culha Y, Acaroglu R. The relationship amongst student nurses’ values, emotional intelligence and individualised care perceptions. Nurs Ethics 2018; 26:2373-2383. [DOI: 10.1177/0969733018796682] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Background: Students’ gaining and adopting basic professional values, improving their emotional intelligence skills during the process of nursing education plays a significant role on meeting the needs of healthy/patient individual and his or her family, and individualized care practices. Objectives: This (descriptive, correlational) research was carried out to evaluate the nursing values, emotional intelligence levels, and individualized care perceptions of senior nursing students and to determine the relationship between them. Research question: (1) What is the status of students to adopt nursing values? (2) What is the level of students’ emotional intelligence? (3) What is the students’ individualized care perception? (4) Is there a relationship between students’ nursing values, levels of emotional intelligence, and individualized perceptions of care? Participants and research context: The research was carried out with 218 senior nursing students at the Faculty of Nursing, affiliated to a state university in Istanbul, who agreed to participate in the study, completing basic nursing education in May 2017. Ethical considerations: Ethical approval for this study was obtained from the Ethics Committee of Clinical Investigations of the Istanbul University Dentistry Faculty. Written permission was also obtained from the institution that research would be conducted. Before the data were collected, verbal permission was obtained by the investigator. Findings: It was observed that nursing values perceptions of students, emotional intelligence levels and individualized care perceptions were at a good level and there was a supportive relationship between them in the positive direction. It was determined that emotional intelligence skills of students, adoption of nursing values and individualized care perceptions increased in parallel with each other. Conclusion: In nursing education, nursing values peculiar to affective field, caring behaviors, and emotional intelligence skills that are guiding to maintain and direct these behaviors should be gained to students by supporting with correct learning methods and role models.
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Affiliation(s)
| | - Rengin Acaroglu
- Florence Nightingale Nursing Faculty, Istanbul University-Cerrahpasa, Turkey
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Foster K, Fethney J, Kozlowski D, Fois R, Reza F, McCloughen A. Emotional intelligence and perceived stress of Australian pre-registration healthcare students: A multi-disciplinary cross-sectional study. NURSE EDUCATION TODAY 2018; 66:51-56. [PMID: 29665505 DOI: 10.1016/j.nedt.2018.04.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2017] [Revised: 02/09/2018] [Accepted: 04/02/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Healthcare students can experience high levels of stress. Emotional intelligence can moderate stress and increase wellbeing however there has been no prior research on the relationship between emotional intelligence and stress in Australian healthcare students. OBJECTIVES To measure emotional intelligence (EI) and perceived stress (PS) in final year healthcare students (nursing, pharmacy and dentistry), and to explore the relationships between EI, PS and discipline. DESIGN AND SETTING A cross sectional survey of pre-registration healthcare students at a metropolitan university in Australia. PARTICIPANTS 203 pre-registration final year healthcare students (n = 58 nursing; n = 112 pharmacy; n = 34 dentistry). METHODS Emotional Intelligence was measured using the GENOS Emotional Intelligence Inventory (Concise Version) and stress was measured using the Perceived Stress Scale (PSS). RESULTS A significant negative correlation was found between EI and PS in nursing and pharmacy students. No difference was found in EI across disciplines. Mean EI scores were lower than normative means. PS was significantly higher than the normative mean for pharmacy and dentistry students and higher than nursing students. CONCLUSIONS Emotional intelligence can have a protective effect against stress for healthcare students and can be increased via targeted educational interventions. To support student wellbeing there is a clear need for pre-registration healthcare curricula to include educational components on strengthening EI.
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Affiliation(s)
- Kim Foster
- Australian Catholic University & NorthWestern Mental Health, Royal Melbourne Hospital, Grattan St., Parkville, VIC 3032, Australia.
| | - Judith Fethney
- Biostatistician, Sydney Nursing School, University of Sydney, 88 Mallett St, Camperdown, NSW 2006, Australia.
| | - Desirée Kozlowski
- Discipline of Psychology, School of Health and Human Sciences, Southern Cross University, Coffs Harbour, NSW 2450, Australia.
| | - Romano Fois
- Faculty of Pharmacy (A15), University of Sydney, NSW 2006, Australia
| | - Fareen Reza
- University of Sydney, Psychology for Kids, Bella Vista, NSW 2153, Australia.
| | - Andrea McCloughen
- Sydney Nursing School, University of Sydney, 88 Mallett Street, Camperdown, NSW 2050, Australia.
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Sharon D, Grinberg K. Does the level of emotional intelligence affect the degree of success in nursing studies? NURSE EDUCATION TODAY 2018; 64:21-26. [PMID: 29454875 DOI: 10.1016/j.nedt.2018.01.030] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2017] [Revised: 12/19/2017] [Accepted: 01/23/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Emotional intelligence (EI) reflects the general capacity to comprehend emotions (in ourselves and in others), to regulate emotions, and to cope effectively with emotional situations. The study program in nursing is varied, and includes theoretical and practical aspects, but teaching EI is not part of the core curriculum. We argue that teaching EI should not only be included in the curriculum, but that EI tests should be included in the admissions process. OBJECTIVE This study reviews the relationship between EI level and the degree of success in nursing studies, and its importance. PARTICIPANTS A convenience sample of 110 academic nursing students was examined. METHODS Three data collection methods were employed: 1) A socio-demographic questionnaire; 2) Schutte Self-Report Inventory (SSRI); 3) Psychometric scores and grade transcripts. RESULTS A positive correlation between the level of EI and the degree of success in nursing studies among nursing students was found. EI levels improved during the second year of learning. Among nursing students, the annual average grade was related to emotional intelligence rather than psychometric scores at the time of admission. CONCLUSION There is a need to increase the importance of EI in the terms of nursing student's admission and basic nursing curriculums.
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Gutman SA, Falk-Kessler JP. Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised. Br J Occup Ther 2018. [DOI: 10.1177/0308022618763053] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Introduction The purpose of this study was to reassess the reliability and convergent validity of the revised Emotional Intelligence Admission Essay Scale, and determine whether the scale could identify students demonstrating professional behavior problems in the classroom and fieldwork environments. Method Thirty-six student participants completed the revised Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale. Interrater reliability, internal consistency, and convergent validity were established. Results Interrater reliability and internal consistency were found to be high (intraclass correlation coefficient = .82, p < .001; Cronbach’s alpha = .96, p < .001, respectively). When participants were separated by age, convergent validity between the Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale of participants aged ≥ 26 years was high ( rs = .83, p < .002) compared to those ≤ 25 years ( rs = .58, p < .002). Six participants (16.6%) received Emotional Intelligence Admission Essay Scale scores of 0 and were identified as potentially exhibiting professional behavioral problems; three of these students demonstrated professional behavior problems in the academic and/or fieldwork settings. Conclusion The Emotional Intelligence Admission Essay Scale can be used as a screen to identify whether students may exhibit professional behavior problems; however, caution should be used as some identified students may be able to prevent professional behavior problems once aware of program expectations.
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Affiliation(s)
- Sharon A Gutman
- Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
| | - Janet P Falk-Kessler
- Associate Dean, Vice Chair, Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
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Stringfellow A, Evans N, Evans AM. Understanding the impact of eating disorders: using the reflecting team as a learning strategy for students. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2018; 27:117-121. [PMID: 29412036 DOI: 10.12968/bjon.2018.27.3.117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
This article outlines how the application of a reflecting team from systemic family therapy practice was used as a learning strategy for a postgraduate programme for healthcare students. The programme was designed to increase the students' skills, knowledge and awareness of the needs of people with eating disorders, and their families. There were some benefits to this learning strategy. Students reported that the use of a reflecting team enabled them to gain a deep understanding of the emotional impact of eating disorders on individuals and their carers. However, as this method of learning was new to the students, they needed some initial instruction on the approach. During the programme of study, it became evident that the health professionals were deeply affected by the experiences of people with eating disorders. This would suggest that possibly it was the presence of the sufferers themselves as part of the reflecting team that provided the pivotal learning opportunity, rather than the reflecting team per se.
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Affiliation(s)
| | - Nicola Evans
- Senior Lecturer, Mental Health Nursing, Cardiff University, Cardiff
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Baldwin A, Mills J, Birks M, Budden L. Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students. NURSE EDUCATION TODAY 2017; 59:1-5. [PMID: 28898727 DOI: 10.1016/j.nedt.2017.08.010] [Citation(s) in RCA: 31] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/23/2017] [Revised: 06/27/2017] [Accepted: 08/28/2017] [Indexed: 06/07/2023]
Abstract
Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity.
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Affiliation(s)
- A Baldwin
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Townsville, Queensland 4810, Australia.
| | - J Mills
- College of Health, Massey University, Albany Campus, New Zealand
| | - M Birks
- Nursing, Midwifery and Nutrition, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland 4810, Australia
| | - L Budden
- Nursing, Midwifery and Nutrition, College of Healthcare Sciences, Division of Tropical Health and Medicine, James Cook University, Townsville, Queensland 4810, Australia
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Snowden A, Stenhouse R, Duers L, Marshall S, Carver F, Brown N, Young J. The relationship between emotional intelligence, previous caring experience and successful completion of a pre-registration nursing/midwifery degree. J Adv Nurs 2017; 74:433-442. [DOI: 10.1111/jan.13455] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/15/2017] [Indexed: 11/28/2022]
Affiliation(s)
- Austyn Snowden
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Rosie Stenhouse
- School of Health in Social Science; Medical School; University of Edinburgh; Edinburgh UK
| | - Lorraine Duers
- School of Health Nursing and Midwifery; University of the West of Scotland; Hamilton Campus; Hamilton UK
| | - Sarah Marshall
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Fiona Carver
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Norrie Brown
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
| | - Jenny Young
- School of Health and Social Care; Sighthill Campus; Edinburgh Napier University; Edinburgh UK
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Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. NURSE EDUCATION TODAY 2017; 55:65-70. [PMID: 28528126 DOI: 10.1016/j.nedt.2017.05.008] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Revised: 03/09/2017] [Accepted: 05/08/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. OBJECTIVES To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. DESIGN AND SETTING Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. PARTICIPANTS 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). METHODS EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). RESULTS Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. CONCLUSIONS Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula.
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Affiliation(s)
- Kim Foster
- Australian Catholic University & Northwestern Mental Health, 1 North, Royal Melbourne Hospital, Grattan St., Parkville, VIC 3050, Australia.
| | - Judith Fethney
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Heather McKenzie
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Murray Fisher
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Emily Harkness
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Desirée Kozlowski
- Discipline of Psychology, School of Health and Human Sciences, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
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McCloughen A, Foster K. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study. J Clin Nurs 2017; 27:2699-2709. [PMID: 28426909 DOI: 10.1111/jocn.13865] [Citation(s) in RCA: 36] [Impact Index Per Article: 5.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2017] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations. BACKGROUND Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known. DESIGN A qualitative design, using semi-structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed-methods study). Final-year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version). RESULTS Challenging interpersonal situations involving student-staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately. CONCLUSIONS Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting. RELEVANCE TO CLINICAL PRACTICE Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills.
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Affiliation(s)
- Andrea McCloughen
- Sydney Nursing School, University of Sydney, Camperdown, NSW, Australia
| | - Kim Foster
- Sydney Nursing School, University of Sydney, Camperdown, NSW, Australia.,Australian Catholic University and North Western Mental Health, Melbourne Health, Melbourne, Victoria, Australia
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Emotional intelligence and coping styles: An intervention in geriatric nurses. Appl Nurs Res 2017; 35:94-98. [DOI: 10.1016/j.apnr.2017.03.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Revised: 01/11/2017] [Accepted: 03/01/2017] [Indexed: 11/22/2022]
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Giménez-Espert MDC, Prado-Gascó VJ. Inteligência emocional em enfermeiros: a escala Trait Meta-Mood Scale. ACTA PAUL ENFERM 2017. [DOI: 10.1590/1982-0194201700031] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Objetivo Nesse contexto, o objetivo desse estudo é duplo. Primeiro, almeja-se explorar as propriedades psicométricas da TMMS-24 em uma amostra de enfermeiros espanhóis e em segundo lugar fornecer alguns percentis para interpretar os níveis de IE em enfermeiros espanhóis. Métodos Um desenho de estudo descritivo correlacional foi utilizado para avaliar as propriedades psicométricas da TMMS-24. Este estudo foi realizado com uma amostra de 530 enfermeiros de 11 hospitais espanhóis da Comunidade Valenciana. Os critérios de inclusão foram enfermeiros ativos (temporário, interino ou permanente) nos centros selecionados que haviam previamente consentido em participar. A idade dos participantes variou de 22 a 64 anos (X= 44,13; DP = 11,58). 75,6% eram mulheres (401), 53,8% (285) eram funcionários permanentes, 28,4% (151) eram substitutos e 17,8% (94) tinham contrato temporário. A análise estatística foi realizada através do programa SPSS (Statistical Package for the Social Sciences, Versão 22), além dos programas EQS (Structural Equation Modeling Software, Versão 6.2) e FACTOR. Resultados Os resultados indicam que as propriedades psicométricas da TMMS-24 são adequadas e seu uso parece ser justificado. Por último, são apresentados percentis para interpretar os níveis de inteligência emocional em enfermeiros espanhóis. Conclusão O instrumento tem várias aplicações potenciais para gerentes de enfermagem preocupados com o ambiente de trabalho de saúde e com enfermagem. Primeiro, o estudo apoia o uso da TMMS-24 no contexto de enfermagem na Espanha. Em segundo lugar, o estudo também apoia o uso da TMMS-24 para avaliar a IE em enfermeiros. Terceiro, a avaliação da prática de enfermagem atual, a partir de uma perspectiva de autoavaliação, pode determinar as necessidades de treinamento e avaliar a eficácia da formação e das intervenções para melhorar a IE. Em quarto lugar, a existência do instrumento e dos percentis facilita a interpretação das pontuações obtidas e permite uma rápida comparação com outras amostras de enfermeiros.
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Delgado C, Upton D, Ranse K, Furness T, Foster K. Nurses' resilience and the emotional labour of nursing work: An integrative review of empirical literature. Int J Nurs Stud 2017; 70:71-88. [PMID: 28235694 DOI: 10.1016/j.ijnurstu.2017.02.008] [Citation(s) in RCA: 190] [Impact Index Per Article: 27.1] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2016] [Revised: 02/05/2017] [Accepted: 02/07/2017] [Indexed: 01/10/2023]
Abstract
BACKGROUND The emotional labour of nursing work involves managing the emotional demands of relating with patients, families and colleagues. Building nurses' resilience is an important strategy in mitigating the stress and burnout that may be caused by ongoing exposure to these demands. Understandings of resilience in the context of emotional labour in nursing, however, are limited. OBJECTIVES To investigate the state of knowledge on resilience in the context of emotional labour in nursing. DESIGN Integrative literature review. DATA SOURCES CINAHL, Medline, Scopus, and PsycINFO electronic databases were searched for abstracts published between 2005 and 2015 and written in English. Reference lists were hand searched. REVIEW METHODS Whittemore and Knafl's integrative review method was used to guide this review. The constant comparative method was used to analyze and synthesize data from 27 peer-reviewed quantitative and qualitative articles. Methodological quality of included studies was assessed using the Mixed Methods Assessment Tool. RESULTS Emotional labour is a facet of all aspects of nursing work and nurse-patient/family/collegial interactions. Emotional dissonance arising from surface acting in emotional labour can lead to stress and burnout. Resilience can be a protective process for the negative effects of emotional labour. Several resilience interventions have been designed to strengthen nurses' individual resources and reduce the negative effects of workplace stress; however they do not specifically address emotional labour. Inclusion of emotional labour-mitigating strategies is recommended for future resilience interventions. CONCLUSION Resilience is a significant intervention that can build nurses' resources and address the effects of emotional dissonance in nursing work. There is a need for further investigation of the relationship between resilience and emotional labour in nursing, and robust evaluation of the impact of resilience interventions that address emotional labour.
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Affiliation(s)
- Cynthia Delgado
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Fitzroy VIC 3065, Australia; Sydney Nursing School, The University of Sydney, Camperdown NSW 2050, Australia; Consultation Liaison Mental Health, Royal Prince Alfred Hospital, Sydney Local Health District, Camperdown NSW 2050, Australia.
| | - Dominic Upton
- Faculty of Health, University of Canberra, Bruce ACT 2617, Australia.
| | - Kristen Ranse
- Faculty of Health, University of Canberra, Bruce ACT 2617, Australia.
| | - Trentham Furness
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Fitzroy VIC 3065, Australia; The Royal Melbourne Hospital & Northwestern Mental Health, Melbourne Health, Parkville VIC 3050, Australia.
| | - Kim Foster
- School of Nursing, Midwifery & Paramedicine, Australian Catholic University, Fitzroy VIC 3065, Australia; The Royal Melbourne Hospital & Northwestern Mental Health, Melbourne Health, Parkville VIC 3050, Australia.
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Carragher J, Gormley K. Leadership and emotional intelligence in nursing and midwifery education and practice: a discussion paper. J Adv Nurs 2016; 73:85-96. [DOI: 10.1111/jan.13141] [Citation(s) in RCA: 31] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/26/2016] [Indexed: 12/01/2022]
Affiliation(s)
- Jean Carragher
- School of Health and Science; Dundalk Institute of Technology; Ireland
| | - Kevin Gormley
- School of Nursing and Midwifery; Queen's University Belfast; UK
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Chan JC, Hamamura T. Emotional Intelligence, Pain Knowledge, and Attitudes of Nursing Students in Hong Kong. Pain Manag Nurs 2016; 17:159-68. [DOI: 10.1016/j.pmn.2016.02.001] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2014] [Revised: 02/01/2016] [Accepted: 02/01/2016] [Indexed: 12/30/2022]
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Ghuman U. An empirical examination of group emotional intelligence in public sector workgroups. TEAM PERFORMANCE MANAGEMENT 2016. [DOI: 10.1108/tpm-02-2015-0010] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
– Despite increased calls for incorporating emotional intelligence (EI) in workgroups and teams, there exists a need to develop empirical instruments that can measure group-level emotional intelligence (GEI), and assess its efficacy in predicting outcomes such as performance and learning ability. This paper aims to empirically demonstrate how GEI affects the performance and learning ability of public sector workgroups in city governments.
Design/methodology/approach
– Using Ghuman’s (2011) proposed theoretical model of GEI as a two-component system, an empirical instrument is created that measures GEI at the group level of analysis. Regression analyses are performed for 44 workgroups in the public sector organizations, with group performance and group learning ability as the dependent variables. Results show a significant positive relationship between GEI and the outcomes of group performance and group learning ability.
Findings
– The findings demonstrate that a competent instrument has been developed for GEI, and that it can be used to measure the construct in workgroups and teams. The results also empirically demonstrate the importance of GEI in workgroups, by demonstrating that an increased GEI positively enhances the group’s performance and learning ability.
Research limitations/implications
– The implication of this research is the creation and testing of an instrument that allows researchers in GEI to utilize this instrument for future studies concerning GEI.
Practical implications
– Such findings show that GEI can be an added resource for workgroups to foster positive within-group relations. It can assist in enhancing group learning and group performance. The study also demonstrates that groups that develop a group emotional awareness, and that can manage within group emotional relationships, may become more productive, and more able to learn. These results can be utilized to bolster the arguments of fostering within group emotional socialization, helping nurture a positive group culture and forming a culture of group affect, i.e. a clear understanding of how to perceive and manage affect within the group.
Originality/value
– The study builds on past theoretical understanding of GEI to create a model that showcases the effects of GEI on group outcomes such as group learning and group performance. It thereby fulfills a need for an empirical instrument that is able to measure GEI and utilize this instrument to ascertain the effect of GEI on group performance and group learning ability.
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Lana A, Baizán EM, Faya-Ornia G, López ML. Emotional Intelligence and Health Risk Behaviors in Nursing Students. J Nurs Educ 2015; 54:464-7. [DOI: 10.3928/01484834-20150717-08] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2014] [Accepted: 03/18/2015] [Indexed: 11/20/2022]
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