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Napolitano F, Calzolari M, Di Pietro S, Pagnucci N, Zanini M, Catania G, Aleo G, Gomes L, Sasso L, Bagnasco A. Pedagogical strategies to improve emotional competencies in nursing students: A systematic review. NURSE EDUCATION TODAY 2024; 142:106337. [PMID: 39154590 DOI: 10.1016/j.nedt.2024.106337] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2023] [Revised: 07/18/2024] [Accepted: 08/01/2024] [Indexed: 08/20/2024]
Abstract
OBJECTIVES To reveal the effectiveness of didactic architectures and pedagogical strategies to be implemented in nursing curricula to develop and improve Emotional Competencies (EC) in undergraduate nursing students. DESIGN Systematic review of effectiveness conducted according to Joanna Briggs Institute (JBI) guidelines. We followed the PRISMA statement to guarantee the transparency of the review and the GRADE to report the strength of evidence. DATA SOURCES Seven databases were searched: MEDLINE, The Cochrane Library, SCOPUS, CINAHL, EMBASE, PsycINFO and ERIC. Grey literature was also searched through the OpenGrey database. REVIEW METHODS Studies focusing on educational programmes and/or activities to develop EC in nursing curricula, published in English or Italian were included. Quality assessment of the studies was evaluated using JBI critical evaluation tools and the Mixed Methods Appraisal Tool (MAAT). Following JBI guidelines, a narrative synthesis was performed. RESULTS A total of 19 studies from 8 countries were included. The population varied from first to fourth-year students in relation to the duration of the undergraduate nursing program across the various countries. Most of the students were females. The age of the participants ranged between18 and 56 years. The most common pedagogical strategies were simulation, role playing, and face-to-face lessons. In some cases, studies combined two or three pedagogical strategies in the same intervention. The most effective strategy was simulation, which improved EC, compassion, self-awareness, self-efficacy, empathy, critical thinking, clinical practice skills, and teamwork skills. Furthermore, the combination of lessons, simulation, and literature exploration effectively developed communication skills, and improved students' satisfaction. CONCLUSIONS Investing in simulation, role-playing activities, and lessons regarding the importance of EI, empathy and compassion, and the role of an emotionally competent nurse leads to improved nursing care and wellbeing.
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Affiliation(s)
- Francesca Napolitano
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Michela Calzolari
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Sara Di Pietro
- Dipartimento Materno Infantile, Ospedale Policlinico San Martino - IRCCS, Largo R. Benzi 10, 16132 Genoa, Italy.
| | - Nicola Pagnucci
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Milko Zanini
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Gianluca Catania
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Giuseppe Aleo
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy; Faculty of Nursing and Midwifery, Royal College of Surgeons in Ireland, 123 St. Stephen's Green, Dublin, Ireland.
| | - Lisa Gomes
- Nursing School, Minho University, Campus de Gualtar - Edifício BGUM 2° Piso, 4710 - 057 Braga, Portugal.
| | - Loredana Sasso
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
| | - Annamaria Bagnasco
- Department of Health Sciences, University of Genoa, Via A. Pastore 1, 16132 Genoa, Italy.
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Özparlak A, Karakaya D, Kara H, Çelik E. The relationship between self-compassion and caring behaviour in nurses: A cross-sectional study. Int Nurs Rev 2024. [PMID: 38966966 DOI: 10.1111/inr.13017] [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: 12/06/2023] [Accepted: 06/16/2024] [Indexed: 07/06/2024]
Abstract
AIM To examine the relationship between self-compassion and caring behaviour in nurses. BACKGROUND Self-compassion can influence nurses' ability to cope with stress and their job performance. High levels of self-compassion may play a role in nurses' coping with compassion fatigue and burnout. This may make the concept of self-compassion in nurses an important variable for effective care. METHODS This is a cross-sectional study. Study data were collected between March and May 2022 from 331 nurses at a hospital in the city of Antalya, Turkey. A personal information form, the Self-Compassion Scale (SCS), and the Caring Behaviour Inventory-24 (CBI-24) were used to collect data, and the program SPSS 23.0 was used in data evaluation. Descriptive statistical methods, Pearson correlation analysis and multiple linear regression analysis were used in the analysis of data. The STROBE checklist was followed for this cross-sectional study. RESULTS The nurses' mean scores were 3.50 ± 0.61 on SCS and 5.21 ± 0.56 on CBI-24. A positive correlation was found between the nurses' self-compassion levels and caring behaviour. Also, the SCS sub-dimension of mindfulness, working in intensive care and working willingly in the nursing profession significantly predicted caring behaviour. These variables explain 19.4% of the variance of caring behaviour. CONCLUSIONS The nurses' self-compassion levels were medium and their caring behaviour was at a high level, and caring behaviour was higher in those who worked in intensive care, those who were working willingly in the nursing profession, and in those with high scores on the self-compassion sub-dimension of mindfulness. IMPLICATIONS FOR NURSING AND HEALTH POLICY It is important to strengthen nurses' self-compassion skills to develop their caring behaviour. In particular, giving nurses in clinics mindfulness-based education will help them to increase their awareness concerning their own lives and to develop their caring behaviour.
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Affiliation(s)
- Arif Özparlak
- Department of Psychiatric Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey
| | - Dudu Karakaya
- Department of Psychiatric Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey
| | - Hilal Kara
- Ministry of Health Korkuteli Public Hospital, Intensive Care Unit, Antalya, Turkey
| | - Esra Çelik
- Department of Psychiatric Nursing, Akdeniz University Faculty of Nursing, Antalya, Turkey
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Mérida-López S, Quintana-Orts C, Pekaar KA, Pineda-Galán C, Extremera N. Knowing is half the battle: Regulating and appraising emotions co-protect from suicidal ideation. DEATH STUDIES 2024; 48:621-629. [PMID: 38270450 DOI: 10.1080/07481187.2024.2305334] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/26/2024]
Abstract
College students, particularly those in healthcare fields, face an elevated risk of suicidal ideation and depression. Therefore, it is essential to explore how both actual and perceived emotional resources may play a role in suicide prevention within this age group. This study examined (1) whether actual self-focused emotion-regulation ability diminishes suicidal ideation through a decrease in depressive symptoms, and (2) whether perceived self-emotion appraisal moderates this relationship. In 312 healthcare students (209 women) actual self-focused emotion-regulation ability was negatively related to suicidal ideation through depressive symptoms. Furthermore, perceived self-emotion appraisal buffered the relationship between depressive symptoms and suicidal ideation. Findings suggest that perceived self-emotion appraisal may reinforce the adaptiveness of actual self-focused emotion-regulation ability as a protective factor for psychological maladjustment. The results indicate the collaborative ability to regulate one's emotions coupled with the self-perception of emotion appraisal could effectively alleviate the potential progression of emotional difficulties among healthcare students.
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Affiliation(s)
| | | | - Keri A Pekaar
- Human Resource Studies, Tilburg School of Social and Behavioral Sciences, Tilburg University, Tilburg, the Netherlands
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Takhdat K, Rebahi H, Rooney DM, Ait Babram M, Benali A, Touzani S, Lamtali S, El Adib AR. The impact of brief mindfulness meditation on anxiety, cognitive load, and teamwork in emergency simulation training: A randomized controlled trial. NURSE EDUCATION TODAY 2024; 132:106005. [PMID: 37944276 DOI: 10.1016/j.nedt.2023.106005] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 10/12/2023] [Accepted: 10/23/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Emergency simulation training may impose a heavy psychological burden on health professions students (HPS), evoking anxiety, and overwhelming their cognitive load. Mindfulness may have a positive impact on HPS' anxiety, cognitive load, and teamwork during simulation training. The effects of integration of a brief pre-briefing mindfulness meditation (MM) practice into emergency simulation training, on anxiety, cognitive load, and teamwork remain understudied. METHODS From November 2021 to June 2022, 70 undergraduate HPS participated in this pilot randomized controlled study. Participants were randomly assigned to the experimental group (EG, n = 24) that completed a brief in-person mindfulness meditation training program (MMTP) (2 h/week during 4 weeks) or a control group (CG, n = 46). Each group was comprised of teams (2 medical students and 1-2 nursing students). Measures of anxiety, mindfulness, cognitive load, and teamwork were collected at 4-time points: baseline, after the completion of the brief MMTP (for the EG only), at the first simulation assessment within one month later, and the second (6-month follow-up) simulation assessment. Student's t and Wilcoxon Mann-Whiney tests were used to compare the groups' measures and changes over time. A one-way repeated measures ANOVA was conducted to assess anxiety and mindfulness scores' changes over time among EG participants. RESULTS 52 participants completed all time-point assessments. EG participants recorded better state-anxiety, cognitive load, and teamwork scores than the CG participants in both simulation assessments. However, no statistically significant differences were recorded between the EG and the CG in trait-anxiety and mindfulness at the 6-month follow-up assessment. CONCLUSION Brief pre-briefing MM practice mitigates HPS' state-anxiety, and promotes cognitive load, and teamwork during emergency simulation training. Simulation instructors should consider MM practice in the emergency healthcare simulation instructional design.
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Affiliation(s)
- Kamal Takhdat
- Faculty of Sciences Semlalia, Cadi Ayyad University, Marrakesh, Morocco; Higher Institute of Nursing Professions and Health Techniques, Marrakesh, Morocco.
| | - Houssam Rebahi
- Faculty of Medicine and Pharmacy, Cadi Ayyad University, 40000 Marakesh, Morocco
| | - Deborah M Rooney
- University of Michigan Medical School, Ann Arbor, MI, United States
| | | | - Abdeslam Benali
- The Research Team on Mental Health, Faculty of Medicine of Marrakesh, Morocco
| | - Saad Touzani
- Touzani Center for Training and Consulting, Marrakesh, Morocco
| | - Saloua Lamtali
- High Institute of Nursing Professions and Health Techniques, Marrakesh, Morocco
| | - Ahmed Rhassane El Adib
- Marrakesh Simulation and Innovation in Health Sciences Center, Faculty of Medicine and Pharmacy, Marakesh, Morocco
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Fernández-Martínez E, Sutil-Rodríguez E, Liébana-Presa C. Internet Addiction and Emotional Intelligence in university nursing students: A cross-sectional study. Heliyon 2023; 9:e19482. [PMID: 37681158 PMCID: PMC10481303 DOI: 10.1016/j.heliyon.2023.e19482] [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: 05/03/2023] [Revised: 07/27/2023] [Accepted: 08/23/2023] [Indexed: 09/09/2023] Open
Abstract
Background The appearance of the Internet has allowed for improved communications and the technological development of society, but it has also led to problematic use, generating addictive behaviors in some university students. Emotional Intelligence helps to improve emotional skills, increase social skills, and act as a protective factor against technological addictions. Objectives to describe and analyze the relationship between Internet Addiction, Emotional Intelligence, and sociodemographic characteristics in Nursing students. Methods A multicenter cross-sectional study was conducted. Participants belonged to three different campuses of two Universities. 532 nursing students were included in the study. A self-administered questionnaire was used collecting sociodemographic variables and the TMMS-24 and IAT instruments were employed to measure Emotional Intelligence and Internet Addiction, respectively. Results 11.1% of the students presented Internet Addiction. Higher Internet Addiction scores were obtained by those who were younger, had a lower academic year, and were more involved in leisure activities. Adequate levels of Emotional Intelligence were found, women showed higher values of Attention and men of Repair. Students aged 24 or over reported higher Clarity and Repair values. There was an inverse relationship between Clarity and Repair with Internet Addiction values. Conclusions The ability to understand and regulate emotional states is related to lower Internet Addiction values. The group of Internet addicts revealed greater Attention and less Clarity. Internet Addiction values increased as the number of hours of Internet use increases. The development of programs which improve Emotional Intelligence could be essential to facilitate the emotional management of Internet Addiction.
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Rodríguez-Leal L, González-Hervías R, Silva LIM, Rodríguez-Gallego I, Saldaña MR, Montesinos JVB. Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study. NURSE EDUCATION TODAY 2023; 124:105753. [PMID: 36841193 DOI: 10.1016/j.nedt.2023.105753] [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: 08/22/2022] [Revised: 01/23/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. OBJECTIVES To study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DESIGN A multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. PARTICIPANTS 377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. METHODS Sociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. RESULTS The study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. CONCLUSIONS This study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.
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Affiliation(s)
- Leyre Rodríguez-Leal
- Red Cross Nursing University College, Madrid, Autonomous University of Madrid, Spain.
| | | | - Luis Iván Mayor Silva
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Spain
| | | | - Manuel Romero Saldaña
- Departamento de Enfermería, Farmacología y Fisioterapia. Facultad de Medicina y Enfermería, Universidad de Córdoba, Spain
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Pienimaa A, Talman K, Vierula J, Laakkonen E, Haavisto E. Development and psychometric evaluation of the Emotional Intelligence Test (EMI-T) for social care and healthcare student selection. J Adv Nurs 2023; 79:850-863. [PMID: 36575904 PMCID: PMC10107289 DOI: 10.1111/jan.15557] [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: 04/10/2022] [Revised: 11/07/2022] [Accepted: 12/19/2022] [Indexed: 12/29/2022]
Abstract
AIM To develop an emotional intelligence (EI) test and evaluate its psychometrics for social and healthcare student selection. DESIGN A cross-sectional methodological design. METHODS The test was developed based on a systematic review and focus group interviews. Content validity was evaluated with expert panels, and preliminary psychometrics with two pilot studies. Descriptive statistics, correlations and item response theory were used. DATA SOURCES Search was conducted in six databases 2018. Focus group interviews were conducted with educators and professionals in 2019. Expert panels with doctoral students, researchers and educators were conducted in 2020. Pilot tests with students were conducted 2020-2021. The developed test was administered to 4808 applicants 2021. RESULTS The test included four subscales. Correlations support the test's theoretical structure. The items were mainly easy. CONCLUSION The test assesses EI objectively and comprehensively. The item-level distractor analysis can be used for further test development. IMPACTS Social care and healthcare students engage in clinical practice early in their studies, and these environments can be emotionally challenging. Assessing EI in student selection with adequate test can help the institutions of higher education to select the students with required abilities to succeed in the studies. The assessment of EI during student selection also provides information higher education institutions could use to develop and provide support interventions. The results may also encourage practice placements to include EI elements as learning objective. The results of this study and especially the use of IRT and detailed distractor analysis to evaluate the psychometric properties of EMI-T can benefit researchers and educators that develop or evaluate objective assessment tools with multiple choice questions. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Emotional intelligence is important for students to enable professional interaction.
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Affiliation(s)
- Anne Pienimaa
- Department of Nursing Science, 20014 University of Turku, Turku, Finland
| | - Kirsi Talman
- Department of Nursing Science, 20014 University of Turku, Turku, Finland.,Metropolia University of Applied Sciences, Helsinki, Finland
| | - Jonna Vierula
- UAS Student Selection Consortium, Laurea University of Applied Sciences, Vantaa, Finland
| | - Eero Laakkonen
- Department of Teacher Education, University of Turku, Turku, Finland
| | - Elina Haavisto
- Department of Health Sciences, Tampere University, Tampere University Hospital, Tampere, Finland
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Lee BG, Kim SH. Development and effects of a high-risk pregnancy emotive role-play program for nursing students: a quasi-experimental study. KOREAN JOURNAL OF WOMEN HEALTH NURSING 2022; 28:317-328. [PMID: 36617483 PMCID: PMC9830112 DOI: 10.4069/kjwhn.2022.12.06] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2022] [Accepted: 12/06/2022] [Indexed: 12/31/2022] Open
Abstract
PURPOSE This study aimed to develop an emotive role-play program for nursing students focusingon high-risk pregnancy and analyze its effects on communication skills, clinical performance, andemotional intelligence. METHODS A quasi-experimental nonequivalent comparison group design was adopted with 83nursing students (experimental group, 45; comparison group, 38) who participated voluntarily in anextracurricular program. The preliminary survey was conducted on November 3 and November 4,2020, and the follow-up survey was conducted on November 12, 2020, for the comparison groupand on November 27, 2020, for the experimental group. A program that included five role-play scenarios related to induced labor, preeclampsia, premature rupture of membranes, preterm labor, andinfertility was developed by a group of experts and presented to the experimental group over 11 totalhours across 3 days. Each student participated in a role-play scenario as a patient, family member, ornurse and observed three other scenarios. The comparison group received a workbook after the follow-up evaluation. The independent t-test was performed to analyze changes in communicationskills, clinical performance, and emotional intelligence. RESULTS Communication skills (t=1.84, p=.035) and clinical performance (t=2.75, p=.004) significantly increased in the experimental group compared to the comparison group. A significant difference was not observed between the experimental and comparison groups for emotional intelligence(t=1.36, p=.088). CONCLUSION The emotive role-play program concerning high-risk pregnancy was effective in improving nursing students' communication skills and clinical performance and can be used in nursingeducation related to high-risk pregnancy and childbirth.
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Affiliation(s)
- Bo Gyeong Lee
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea
| | - Sun-Hee Kim
- College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, Daegu, Korea,Corresponding author: Sun-Hee Kim College of Nursing, Research Institute of Nursing Science, Daegu Catholic University, 33 Duryugongwon-ro 17-gil, Nam-gu, Daegu 42472, Korea Tel: +82-53-650-4831 E-mail:
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Reliability and validity of the Chinese version of the Brief Emotion and Regulation Beliefs Scale in Chinese nursing students. BMC Nurs 2022; 21:221. [PMID: 35945531 PMCID: PMC9364589 DOI: 10.1186/s12912-022-00992-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/24/2021] [Accepted: 07/20/2022] [Indexed: 11/25/2022] Open
Abstract
Background Nursing students are experiencing complex learning environments and will experience complex work environments in future clinical work, which lead to emotional problems easily. However, one’s beliefs about controlling their emotions portend a series of vital psychological outcomes. So, it is especially important to search for suitable tools to assess the emotion and regulation beliefs of nursing students and give timely intervention to improve their physical and mental health. This study aimed to translate the American version of the Emotion and Regulation Beliefs Scale (ERBS) into Chinese, revise the original scale and form a simplified version, and assess the reliability and validity of the brief Chinese version in nursing students. Methods The study adopted a cross-sectional design and the multistage sampling design. The ERBS was translated into Chinese, and the reliability and validity of the Chinese version were tested in 980 nursing students. Results The content validity index was 0.920. Exploratory factor analysis supported a three-factor model for the Chinese version of Brief-ERBS, and confirmatory factor analysis indicated that the model fit the Brief-ERBS well. Furthermore, the three-factors model was obtained by using exploratory factor analysis, explaining 51.023% variance, and the communalities of the items ranged from 0.359 to 0.680. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 4.092, goodness of fit index (GFI) = 0.949, adjusted goodness of fit index (AGFI) = 0.927, comparative fit index (CFI) = 0.913, incremental fit index (IFI) = 0.914, Tucker Lewis index (TLI) = 0.908, root-mean-square error of approximation (RMSEA) = 0.061. The two-tailed independent samples t-test showed the scores of the top (50%) and low (50%) groups reached the level of significance (P < 0.001). A highly positive correlation between the Brief-ERBS total score and the ERBS total score was found (r = 0.972, P < 0.01). The Cronbach’s α coefficient of the scale was 0.798, the split-half reliability coefficient was 0.784, and the retest coefficient was 0.879. Conclusion The Chinese version of Brief-ERBS has good reliability and validity, and may be used for the beliefs about emotional management in Chinese nursing students. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00992-1.
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Dou S, Han C, Li C, Liu X, Gan W. Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model. BMC Nurs 2022; 21:149. [PMID: 35698185 PMCID: PMC9195213 DOI: 10.1186/s12912-022-00933-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Accepted: 06/02/2022] [Indexed: 11/15/2022] Open
Abstract
Background Internship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns. Methods A cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis. Results The mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”. Conclusions EI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00933-y.
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Affiliation(s)
- Shuangting Dou
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Chenyan Han
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Conghong Li
- Teaching and Research Department of Clinical Nursing, Shanghai Jiao Tong University School of Nursing, 227 South Chong Qing Road, Building 1, Room 209, Huangpu District, Shanghai, 200025, China.
| | - Xiaoxin Liu
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China.
| | - Wanling Gan
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
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Jiang M, Zeng J, Chen X, Rao Q, Liao M. Construction of a Model of Nurse Engagement in Long-Term Care Facilities: A Moderated-Mediation Model. Front Psychol 2022; 13:798624. [PMID: 35769753 PMCID: PMC9235920 DOI: 10.3389/fpsyg.2022.798624] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2021] [Accepted: 05/12/2022] [Indexed: 11/13/2022] Open
Abstract
Aim The aim of the study is to test a moderated mediation model that focuses on job resources mediating the relationship between organizational climate and nurse engagement in the long-term care facilities and emotional intelligence moderates this mediated relationship. Background The shortage of nurses is a global problem, especially in the long-term care facilities. We integrated and extended past research exploring the influence of nurse engagement and constructed a model of nurse engagement in the long-term care facilities. Method A cross-sectional survey was conducted on 494 nurses in long-term care facilities. Nurses were asked to complete a survey of nurse engagement, organizational climate, job resources, and emotional intelligence. Results The consequence demonstrated that organizational climate increased nurse engagement directly and indirectly via job resources. In addition, emotional intelligence plays a moderation role between organizational climate and job resources. Conclusion These phenomena revealed that a good organizational climate and job resources enable nurses to be more engaged in work. Nurse with high-emotional intelligence can take advantage of resources and improve their engagement.
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Abu Alkhayr L, Alshaikh R, Alghamdi L, Alshaikh A, Somaa F, Bokhari FA. Is emotional intelligence linked with academic achievement? The first TEIQue-SF study in a sample of Saudi medical rehabilitation students. Ann Med Surg (Lond) 2022; 78:103726. [PMID: 35600175 PMCID: PMC9117258 DOI: 10.1016/j.amsu.2022.103726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2022] [Revised: 04/26/2022] [Accepted: 05/03/2022] [Indexed: 11/05/2022] Open
Abstract
Objective The present study examined the relationship of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and academic achievement (GPA). Analyses were performed using a sample of Saudi-origin medical rehabilitation undergraduate students (N = 130). The present study examined the psychometric properties of the Chinese version of the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF). Analyses were performed using a sample of undergraduates (N = 585) recruited from four universities across China. Methods One hundred thirty medical rehabilitation students completed the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF). Descriptive and inferential statistical analyses were carried out to elucidate relationships (or the lack of the same) between various variables. Results Whole sample alpha coefficient value for global trait EI was 0.84, while the same for trait EI factors ranged from 0.51 to 0.76. Global Trait EI was found higher in males than in females (Female students median score: 17 ± 2.56 VS Male students median score: 18 ± 3.67; U: 1667, p 0.04). A positive and statistically significant relationship was found between Well-being and the three other factors (with Self-control [r(128), 0.413, p 0.01]; with Emotionality [r(128), 0.518, p 0.01], with Sociability [r(128), 0.490, p 0.01]). Sociability was found to have a similar positive relationship with Self-control [r(128), 0.239, p 0.05] and Emotionality [r(128), 0.490, p 0.01] respectively. Furthermore, GPA was found to have a negative (not statistically significant) relation with Sociability. Overall, there was no association found between trait EI and GPA. Conclusions The present study is one of two studies that has investigated the train EI-academic achievement link in healthcare-related students. Our findings resonate with existing literature on the subject. The present study aims to use TEIQue-SF (shorter version of the long form TEIQue instrument) to study trait EI measures on a sample of undergraduate medical rehabilitation students in a Saudi public sector university. The choice of the shorter version is based on conciseness, predictive validity, and good fundamental psychometric properties covering student and nonstudent samples across the world. There is a considerable amount of interest around emotional IQ and how it affects us. TEI in this regard has come up with some important theorizations, one of them being its link with academic achievement. We conclude that the TEi construct may be diverse, and might have more indirect pathways that link it to academic performance.
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Abstract
BACKGROUND This article aims to describe the content and the psychometric properties of emotional intelligence instruments used in health care education and to examine the relationship between emotional intelligence and study success. METHOD Six electronic databases were searched in spring 2020. Two researchers participated in the selection and quality assessment of the articles. Ultimately, 26 articles were included in the review. RESULTS From the included articles, 18 emotional intelligence instruments were identified. The content of the instruments focused on perception of emotions, understanding of emotions, emotional expression, managing emotions, using emotions, and social awareness and relations. In most of the studies, emotional intelligence was related to study success. CONCLUSION The assessment of several important components of emotional intelligence was identified. Comprehensive assessment using the emotional intelligence total score seemed to be the best predictor of study success. [J Nurs Educ. 2022;61(1):6-11.].
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Mao L, Huang L, Chen Q. Promoting resilience and lower stress in nurses and improving inpatient experience through emotional intelligence training in China: A randomized controlled trial. NURSE EDUCATION TODAY 2021; 107:105130. [PMID: 34543939 DOI: 10.1016/j.nedt.2021.105130] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 08/25/2021] [Accepted: 08/31/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Emotional intelligence training relieves stress and promotes resilience among nurses. Previous studies have not sufficiently explored the effect of emotional intelligence training among nurses on the experience of inpatients under their care. OBJECTIVE To explore the effects of emotional intelligence training on emotional intelligence, resilience, and perceived stress among nurses and examine how training affects inpatient experience. DESIGN Randomized controlled trial. SETTING A tertiary general hospital in Changsha, China. PARTICIPANTS A total of 103 nurses were randomly selected from 20 wards. METHODS The wards were randomized into two groups. The intervention group (n = 53 nurses) received emotional intelligence training in two phases: Phase I-system training phase, twice a week for one month; Phase II-a consolidated learning phase, once a week for 11 months. The control group (n = 50) received daily briefings in meetings between head nurses, which were held regularly to discuss specific problems. There was no emotional intelligence training conducted with the control group. Data were collected at baseline and after the intervention. RESULTS Emotional intelligence training improved emotional intelligence, resilience, and stress in the intervention group. The control group scored lower on the Wong and Law's Emotional Intelligence Scale and all subscales, showed stability in the scores on the Connor-Davidson Resilience Scale and its subscales, and very little change in stress scores. Repeated measures analysis of variance showed significantly greater beneficial changes in the intervention group on all but the optimism subscale. There were suggestive differences in the predicted direction between the emotional intelligence training wards and the control wards at post-test on the patient experience scale and the four subscales. CONCLUSION Our study suggests that emotional intelligence training improves emotional intelligence, resilience, and stress among nurses and leads to improvements in inpatient experience. Emotional intelligence training should be part of nurse education to improve the quality of care nurses provide and their ability to work without increased stress.
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Affiliation(s)
- Lian Mao
- Department of Nursing, The Third Xiangya Hospital, Central South University, Changsha, Hunan 410013, China.
| | - LingZhi Huang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital, Central South University, Changsha, Hunan 410011, China.
| | - QiongNi Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital, Central South University, Changsha, Hunan 410011, China.
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Khademi E, Abdi M, Saeidi M, Piri S, Mohammadian R. Emotional Intelligence and Quality of Nursing Care: A Need for Continuous Professional Development. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2021; 26:361-367. [PMID: 34422618 PMCID: PMC8344623 DOI: 10.4103/ijnmr.ijnmr_268_19] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/13/2020] [Revised: 02/23/2020] [Accepted: 03/15/2021] [Indexed: 11/07/2022]
Abstract
Background: Emotional Intelligence (EI) is necessary for personal and professional success. This study aimed to determine the relationship between EI and quality of nursing care from the viewpoint of nurses and patients. Materials and Methods: This descriptive correlational study was conducted using convenience sampling to select the patients (n = 300) and census sampling to select the nurses (n = 100) at Amir Alam Hospital in Tabriz, Iran, in 2018. The data collection tools were the Quality Patient Care Scale (QUALPAC) and EI test by Bradberry-Greaves. Data analysis was performed in SPSS Version 20, using t-test, ANOVA, Chi-square, Pearson's correlation test, and multivariate analysis. Results: The mean (SD) score of EI was 91.17 (12.33) in nurses, and the mean (SD) score of nursing care quality was 184.01 (37.41) and 202.22 (22.30) from the viewpoint of patients and nurses, respectively. There was no significant difference between the two viewpoints (p = 0.652). However, there was a significant correlation between the nurses' EI and quality of nursing care (r = 1.00, p < 0.001). The educational level was the strongest predictor of increase in nursing care quality from the patients' viewpoint, according to the multivariate analysis (β = −0.27, p < 0.001). Conclusions: EI positively affects the quality of nursing care and its dimensions. Therefore, it is recommended that nursing policymakers consider educational programs to strengthen the nurses' EI and enhance the quality of nursing care. Patients, similar to nurses, can be proper indicators of the quality of nursing care; accordingly, simultaneous use of these indicators is suggested.
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Affiliation(s)
- Elmira Khademi
- Department of Nursing, Maragheh Branch, Islamic Azad University, Maragheh, Iran
| | - Mohammad Abdi
- Student of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.,Department of Emergency and Critical Care, Faculty of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Mohammad Saeidi
- Department of Anesthesiology and Critical Care, Qom University of Medical Sciences, Qom, Iran
| | - Shahram Piri
- Department of Nursing, Maragheh Branch, Islamic Azad University, Maragheh, Iran
| | - Robab Mohammadian
- Department of Nursing, Maragheh Branch, Islamic Azad University, Maragheh, Iran
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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: 30] [Impact Index Per Article: 10.0] [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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Chen SF, Fang YW, Wang MH, Wang TF. Effects of an Adaptive Education Program on the Learning, Mental Health and Work Intentions of New Graduate Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18115891. [PMID: 34072629 PMCID: PMC8198471 DOI: 10.3390/ijerph18115891] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Revised: 05/26/2021] [Accepted: 05/27/2021] [Indexed: 12/03/2022]
Abstract
Health care workers are at a higher risk of psychological distress than ordinary people. Stress affects physical and mental health, and can even produce an intention to leave. The current training for new graduate nurses (NGNs) during this transitional period mostly focuses on the cultivation of professional ability, with less attention to mental health or emotional feelings, and thus there are insufficient structured support strategies. As such, this study explores the effects of intervention through an appropriate education program on the learning, mental health and work intentions of new recruits during the transition period. A pre-test and post-test for a single group was designed for new nursing staff in a large teaching hospital in northern Taiwan. The test period was from May 2017 to December 2018, and a total of 293 cases were accepted. A three-month adaptive education program was provided and evaluated in terms of: care for learning, care for health, improving professional ability, and individualized guidance on satisfaction, mental health disturbance and work intention. The new graduate nurses who received gentle care and counseling showed a downward trend in their BSRS-5 scores and statistical differences over time (p < 0.001). The higher the BSRS-5 score, the easier it is for new graduate nurses in acute and intensive care units. There is a tendency for turnover leave (p = 0.03). After the intervention of the overall plan, the turnover rate of new graduate nurses within three months was 12.6%, and the one-year retention rate was 87.9%. The adaptive education program uses multiple support strategies to improve learning and professional abilities, to reduce psychological emotions, and thereby to increase retention. Today will face new medical challenges; the education programs will become more important across clinical care settings, and it will be important to rigorously validate their performance in helping NGNs.
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Affiliation(s)
- Shu-Fen Chen
- College of Nursing, National Yang Ming Chiao Tung University, Taipei 11221, Taiwan; or
- Department of Nursing, Shuang Ho Hospital, Taipei Medical University, New Taipei City 23561, Taiwan
| | - Yu-Wen Fang
- Department of Nursing, Tzu Chi University of Science and Technology, Hualien City 970302, Taiwan;
| | - Mei-Hua Wang
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei 112303, Taiwan;
| | - Tze-Fang Wang
- College of Nursing, National Yang Ming Chiao Tung University, Taipei 11221, Taiwan; or
- Correspondence: ; Tel.: +886-2-28267907
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Hussien RM, Elkayal MM, Shahin MAH. Emotional Intelligence and Uncertainty among Undergraduate Nursing Students during the COVID-19 Pandemic Outbreak: A Comparative Study. Open Nurs J 2020. [DOI: 10.2174/1874434602014010220] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Background:
Emotional intelligence is considered to be one factor that helps individuals control their feelings.
Objectives:
This study aimed to investigate the emotional intelligence and uncertainty among undergraduate nursing students during the COVID-19 pandemic outbreak.
Methods:
A descriptive, cross-sectional design was used on a convenience sample, consisting of 284 undergraduate nursing students at the Faculty of Nursing, Zagazig University, Egypt, Faculty of Applied Medical Science, Taibah University, and Al-Ghad International Colleges, Kingdom of Saudi Arabia (KSA). Data were collected as responses to a questionnaire, which incorporated a sociodemographic datasheet, the Emotional Intelligence Scale, and the Intolerance of Uncertainty Scale.
Results:
The results showed significant differences in emotional intelligence mean scores between Saudi nursing students, who scored higher than their Egyptian counterparts, whereas the uncertainty mean scores were significantly higher among nursing students in Egypt than those in Saudi Arabia. Students in Saudi Arabia were significantly more satisfied with online education and online exams compared with those in Egypt. A negative correlation was identified between emotional intelligence mean scores and uncertainty mean scores among nursing students.
Conclusion:
A focus on the concept of emotional intelligence during university education may assist in the establishment of a supportive environment that can reduce uncertainty among nursing students. Improving, updating, financing, and facilitating online education technology should be a focus of educational institutions and ministries of education worldwide.
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Bucich M, Maccann C. Emotional intelligence research in Australia: Past contributions and future directions. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/ajpy.12231] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Micaela Bucich
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia,
| | - Carolyn Maccann
- School of Psychology, The University of Sydney, Sydney, New South Wales, Australia,
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Trigueros R, Sanchez-Sanchez E, Mercader I, Aguilar-Parra JM, López-Liria R, Morales-Gázquez MJ, Fernández-Campoy JM, Rocamora P. Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:E4208. [PMID: 32545626 PMCID: PMC7345273 DOI: 10.3390/ijerph17124208] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/02/2020] [Revised: 06/06/2020] [Accepted: 06/08/2020] [Indexed: 11/17/2022]
Abstract
The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14-16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the "Bateria de socialización BAS-3" and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = -0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = -0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.
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Affiliation(s)
- Rubén Trigueros
- Department of Language and Education, University of Antonio de Nebrija, 28015 Madrid, Spain;
| | | | - Isabel Mercader
- Department of Psychology, University of Almeria, 04120 Almeria, Spain;
| | - José M. Aguilar-Parra
- Department of Psychology, Hum-878 Research Team, Health Research Centre, University of Almeria, 04120 Almeria, Spain
| | - Remedios López-Liria
- Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; (R.L.-L.); (P.R.)
| | - María José Morales-Gázquez
- Department of Nursing, University of Las Palmas de Gran Canaria (ULPGC), Juan de Quesada, 30, 35001 Las Palmas de Gran Canaria, Spain;
| | | | - Patricia Rocamora
- Health Research Centre, Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almeria, Spain; (R.L.-L.); (P.R.)
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21
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Partido BB, Owen J. Relationship between emotional intelligence, stress, and burnout among dental hygiene students. J Dent Educ 2020; 84:864-870. [PMID: 32359093 DOI: 10.1002/jdd.12172] [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: 11/19/2019] [Revised: 04/09/2020] [Accepted: 04/16/2020] [Indexed: 11/12/2022]
Abstract
OBJECTIVE Emotional intelligence (EI) is the recognition and management of emotions within oneself and others. Limited evidence exists that determine whether EI is related to stress and burnout. PURPOSE The purpose of this project was to determine whether relationships exist between EI, stress, and burnout levels among undergraduate dental hygiene students. METHODS This study used a quantitative cross-sectional research design. The study instrument consisted of 3 parts: (1) The Emotional Quotient Self-Assessment Checklist consisted of 30-questions in 6 domains and measured EI; (2) The Modified Dental Environment Stress Questionnaire consisted of 39 questions in 5 domains and measured stress; and (3) The Maslach Burnout Inventory-Health Services Survey consisted of 22 questions in 3 domains and measured burnout. RESULTS The responses from 57 participants were used (response rate = 93.3%). A moderate negative correlation was found between self-control and personal stress and a moderate negative correlation was found between empathy and emotional evaluation. Moderate positive correlations were found between self-awareness, empathy, motivation, self-competence, self-confidence, and total EI scores and personal accomplishment. Multiple linear regression analysis found self-control was a significant predictor of personal stress (R2 = .023, P = .023); empathy and self-competence were significant predictors of clinical stress (R2 = .085, P = .034); empathy and self-awareness were significant predictors of emotional exhaustion (R2 = .071, P = 0.006); and empathy was a predictor of personal accomplishment (R2 = .150, P = 0.002). CONCLUSION Subcomponents of EI were found to be significant predictors of stress and burnout levels. Future research is needed to improve EI levels to tolerate stress and minimize burnout levels.
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Affiliation(s)
- Brian B Partido
- The Ohio State University College of Dentistry Division of Dental Hygiene, Columbus, Ohio, USA
| | - Johanna Owen
- The Ohio State University College of Dentistry Division of Dental Hygiene, Columbus, Ohio, USA
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McCloughen A, Levy D, Johnson A, Nguyen H, McKenzie H. Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study. J Clin Nurs 2020; 29:2508-2520. [DOI: 10.1111/jocn.15270] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 02/27/2020] [Accepted: 03/13/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Andrea McCloughen
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
| | - David Levy
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
- Centre for Medical Psychology and Evidence‐based Decision Making Faculty of Science The University of Sydney Camperdown NSW Australia
| | - Anya Johnson
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Helena Nguyen
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Heather McKenzie
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
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23
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Partido BB, Stefanik D. Impact of emotional intelligence training in a communication and ethics course among second-year dental students. J Dent Educ 2020; 84:704-711. [DOI: 10.1002/jdd.12142] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 01/28/2020] [Accepted: 02/18/2020] [Indexed: 10/24/2022]
Affiliation(s)
- Brian B. Partido
- Division of Dental Hygiene; College of Dentistry at the Ohio State University; Columbus Ohio USA
| | - Dawne Stefanik
- Division of Restorative and Prosthetic Dentistry; College of Dentistry at the Ohio State University; Columbus Ohio USA
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Marland E, Davies B. In the child's best interests: should life be sustained when further treatment is futile? Nurs Child Young People 2019; 31:23-27. [PMID: 31637896 DOI: 10.7748/ncyp.2019.e1107] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/21/2019] [Indexed: 06/10/2023]
Abstract
The aim of this article is to explore the concept of medical futility and the withdrawal of care for children in intensive care units. There have been several recent cases where medical staff have considered that there was no possibility of recovery for a child, yet their clinical judgments were challenged by the parents. The private anguish of these families became public, social media heightened emotions and this was followed by political and religious intrusion. Innovations in medical treatment and technological advances raise issues for all those involved in the care of children and young people especially when decisions need to be made about end of life care. Healthcare professionals have a moral and legal obligation to determine when treatment should cease in cases where it is determined to be futile. The aim should be to work collaboratively with parents but all decisions must be made in the best interests of the child. However, medical staff and parents may have differing opinions about care decisions. In part, this may be as a result of their unique relationships with the child and different understanding of the extent to which the child is in discomfort or can endure pain.
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Affiliation(s)
- Emma Marland
- Neonatal department, Royal Victoria Infirmary, Newcastle upon Tyne, England
| | - Barbara Davies
- Children's nursing, University of Northumbria, Newcastle upon Tyne, England
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25
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Sa B, Ojeh N, Majumder MAA, Nunes P, Williams S, Rao SR, Youssef FF. The Relationship Between Self-Esteem, Emotional Intelligence, and Empathy Among Students From Six Health Professional Programs. TEACHING AND LEARNING IN MEDICINE 2019; 31:536-543. [PMID: 31075996 DOI: 10.1080/10401334.2019.1607741] [Citation(s) in RCA: 21] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Theory: Psychosocial skills such as communication, empathy, and emotional intelligence are now considered key attributes of health professionals. Self-esteem is another important construct that is less well studied. Self-esteem is important because low levels have been linked to depression, suicide, and eating disorders. Given that health professional students experience high levels of stress and are at increased risk for similar psychopathology, self-esteem may be an important variable in student well-being and performance after graduation. Hypotheses: This study sought to explore self-esteem during students' 1st year of training hypothesizing that several would demonstrate low self-esteem. It is also hypothesized that emotional intelligence and empathy would be associated with self-esteem. Method: A cross-sectional survey was conducted, and data were gathered from dental, medical, nursing, optometry, pharmacy and veterinary students. Self-report questionnaires assessing self-esteem, emotional intelligence, and empathy were completed and demographic information was collected. Scores were calculated and differences between groups analyzed with analysis of variance and chi-square testing. Pearson's correlation was used to assess associations between the constructs. Results: The mean self-esteem score was 26.2 ± 2.3 but 21% of the sample evidenced low self-esteem. There was no difference in the proportion of students demonstrating low self-esteem among programs. Gender did not have a significant effect on self-esteem scores, though ethnicity did. Emotional intelligence scores were higher among male individuals than among female. Emotional intelligence and empathy showed a small association with self-esteem. Conclusions: A significant proportion of health professional students suffer from low self-esteem during their 1st year of study. Such students may be more susceptible to the stresses associated with study and the development of psychopathology. More research needs to be conducted to explore the relationships between self-esteem, emotional intelligence, and empathy with a view to strengthening training in these areas and managing the challenges faced by health professional students.
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Affiliation(s)
- Bidyadhar Sa
- Centre for Medical Sciences Education, University of the West Indies, St. Augustine, Trinidad and Tobago
| | - Nkemcho Ojeh
- Faculty of Medical Sciences, University of the West Indies, Cave Hill, Barbados, West Indies
| | | | - Paula Nunes
- Department of Paraclinical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago, West Indies
| | - Stella Williams
- Centre for Medical Sciences Education, University of the West Indies, St. Augustine, Trinidad and Tobago
| | - Suresh Rangoji Rao
- Department of Preclinical Sciences, The Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago
| | - Farid F Youssef
- Department of Preclinical Sciences, The Faculty of Medical Sciences, The University of the West Indies, St. Augustine, Trinidad and Tobago
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Acebes-Sánchez J, Diez-Vega I, Esteban-Gonzalo S, Rodriguez-Romo G. Physical activity and emotional intelligence among undergraduate students: a correlational study. BMC Public Health 2019; 19:1241. [PMID: 31500593 PMCID: PMC6734231 DOI: 10.1186/s12889-019-7576-5] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 08/30/2019] [Indexed: 01/19/2023] Open
Abstract
Background Physical activity (PA) can be a mechanism that develops emotions. Emotional intelligence (EI) is related to significant public health and psychological benefits. However, there is little information about the relationships between PA and EI dimensions: emotional attention, clarity, and repair. This study examined the possible relationships between these variables in undergraduate students from Madrid. As a secondary aim, sex differences in PA domains and EI dimensions were examined. Methods A total of 2960 (21.34 ± 4.34 years) undergraduate students from Madrid (Spain) fulfilled the Trait Meta-Mood Scale (TMMS-24) and Global Physical Activity Questionnaire (GPAQ). We used a MANOVA to compare EI and PA levels according to sex. Different linear regressions were conducted to calculate the PA and age prediction power based on EI. Results We found a significant association between EI dimensions and PA levels, although these relationships were small. Fully adjusted linear regression showed that sex and leisure-time PA (LTPA) were associated of emotional attention (r2c = .025). Sex, age, and LTPA were associated of emotional repair (r2c = .024). There were statistically significant differences in EI by sex (p ≤ .001; η2p = .039), with higher scores in emotional attention for women (p ≤ .001) and emotional clarity (p ≤ .001) and repair (p ≤ .001) for men. PA levels differed according to sex (p ≤ .001; η2p = .038). Men show higher scores in LTPA levels (p = .002) and occupational PA (p ≤ .001). Conclusions Undergraduate students with higher levels of LTPA showed a better score on EI, specifically in emotional attention and emotional repair. However, these associations and the predictive power of LTPA regarding emotional attention and emotional repair were weak. Men engaged in more LTPA and occupational PA and had higher emotional clarity and emotional repair than women. However, women had higher emotional attention.
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Affiliation(s)
- Jorge Acebes-Sánchez
- Faculty of Health Sciences, Universidad Francisco de Vitoria (UFV), Pozuelo de Alarcón, Madrid, Spain. .,Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid (UPM), Madrid, Spain.
| | - Ignacio Diez-Vega
- Faculty of Sport Sciences, Universidad Europea de Madrid (UEM), Villaviciosa de Odón, Madrid, Spain
| | - Sara Esteban-Gonzalo
- Faculty of Biomedicine, Psychology Department, Universidad Europea de Madrid (UEM), Villaviciosa de Odón, Madrid, Spain
| | - Gabriel Rodriguez-Romo
- Faculty of Physical Activity and Sport Sciences (INEF), Universidad Politécnica de Madrid (UPM), Madrid, Spain.,CEBERFES, Madrid, Spain
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Dooley D, East L, Nagle C. Emotional intelligence: a qualitative study of student nurses' and midwives' theoretical and clinical experience. Contemp Nurse 2019; 55:341-350. [PMID: 31462166 DOI: 10.1080/10376178.2019.1661784] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Background: Emotional intelligence defined as the ability to recognise and respond appropriately to emotions in oneself and others is valued within nursing and midwifery professions.Objective: To explore nursing and midwifery students' understanding and experiences of emotional intelligence in their undergraduate program.Methods: Semi-structured interviews were conducted with undergraduate nursing and midwifery students. Data were recorded, transcribed and underwent thematic analysis.Findings: Three themes emerged from the interviews with seven participants: Emotional intelligence and undergraduate studies, Emotionally needed to be invested; Emotional intelligence and the clinical environment, I don't want to like harden up; and Emotional intelligence and patient care, I just felt helpless.Conclusion: The impact of emotions and subsequent behaviours on students' theoretical learning and clinical practice was significant. Students' often felt ill-prepared to portray emotional intelligence, particularly within the clinical environment.Impact statement: This study provided valuable insights into nursing and midwifery students' understanding and experiences of emotional intelligence.
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Affiliation(s)
- Dolores Dooley
- Faculty of Health, School of Nursing and Midwifery, Deakin University, Geelong, Australia
| | - Leah East
- School of Health, University of New England, Armidale, Australia.,Hunter New England Health, Armidale, Australia
| | - Cate Nagle
- Centre for Nursing and Midwifery Research, James Cook University, Townsville, Australia.,Townsville Hospital and Health Service, Townsville, Australia
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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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Nurses’ experiences of learning to care in practice environments: A qualitative study. Nurse Educ Pract 2019; 38:132-137. [DOI: 10.1016/j.nepr.2019.06.012] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 06/17/2019] [Accepted: 06/18/2019] [Indexed: 01/16/2023]
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Aveyard H, Bradbury-Jones C. An analysis of current practices in undertaking literature reviews in nursing: findings from a focused mapping review and synthesis. BMC Med Res Methodol 2019; 19:105. [PMID: 31096917 PMCID: PMC6524227 DOI: 10.1186/s12874-019-0751-7] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/16/2018] [Accepted: 05/07/2019] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND In this paper we discuss the emergence of many different methods for doing a literature review. Referring back to the early days, when there were essentially two types of review; a Cochrane systematic review and a narrative review, we identify how the term systematic review is now widely used to describe a variety of review types and how the number of available methods for doing a literature review has increased dramatically. This led us to undertake a review of current practice of those doing a literature review and the terms used to describe them. METHOD We undertook a focused mapping review and synthesis. Literature reviews; defined as papers with the terms review or synthesis in the title, published in five nursing journals between January 2017-June 2018 were identified. We recorded the type of review and how these were undertaken. RESULTS We identified more than 35 terms used to describe a literature review. Some terms reflected established methods for doing a review whilst others could not be traced to established methods and/or the description of method in the paper was limited. We also found inconsistency in how the terms were used. CONCLUSION We have identified a proliferation of terms used to describe doing a literature review; although it is not clear how many distinct methods are being used. Our review indicates a move from an era when the term narrative review was used to describe all 'non Cochrane' reviews; to a time of expansion when alternative systematic approaches were developed to enhance rigour of such narrative reviews; to the current situation in which these approaches have proliferated to the extent so that the academic discipline of doing a literature review has become muddled and confusing. We argue that an 'era of consolidation' is needed in which those undertaking reviews are explicit about the method used and ensure that their processes can be traced back to a well described, original primary source.
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Affiliation(s)
- Helen Aveyard
- Faculty of Health and Life Sciences, Oxford Brookes University, Jack Straw's Lane, Oxford, OX3 0FL, England, UK.
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31
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Pekaar KA, Bakker AB, van der Linden D, Born MP, Sirén HJ. Managing own and others' emotions: A weekly diary study on the enactment of emotional intelligence. JOURNAL OF VOCATIONAL BEHAVIOR 2018. [DOI: 10.1016/j.jvb.2018.10.004] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Sastrawan S, Newton JM, Malik G. Nurses' integrity and coping strategies: An integrative review. J Clin Nurs 2018; 28:733-744. [PMID: 30358004 DOI: 10.1111/jocn.14702] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2018] [Revised: 10/13/2018] [Accepted: 10/16/2018] [Indexed: 12/26/2022]
Abstract
INTRODUCTION Integrity is one of the core values in nursing that needs to be maintained by nurses in practice. However, the complexity in the nursing milieu can pose threats to integrity. An understanding of the common threats and coping strategies might assist nurses in preserving integrity in everyday practice. AIMS AND OBJECTIVES To review and synthesis the concept of integrity in nursing and identify common threats and coping strategies. METHODS Whittemore and Knafl's integrative review method was implemented. A search was performed in Scopus, Medline, Embase, PsycINFO, Cumulative Index to Nursing and Allied Health Literature, and Proquest Health and Medical electronic databases published in English between 2000-2017. Two reviewers independently assessed eligibility for inclusion. Methodological appropriateness for the included studies was assessed using the critical appraisal skills programme. The constant comparative method of grounded theory was used to analyse and synthesise data from seven peer-reviewed articles. RESULTS Two major conceptions of integrity were identified. These included the sense of wholeness with regard to personal-professional concerns and ethical-moral conducts. Five entities, self, patients, teamwork and work culture, the nature of work, and organisation, were identified as interweaving elements that may induce threats to integrity. When integrity is threatened, nurses use two key strategies to survive: adjusting and compensating. An emergent framework to facilitate understanding of nurses' threats to integrity is discussed. CONCLUSIONS A threat to nurses' integrity takes form when there is an unmitigated gap between a nurse's expectation and reality. While the expectation comes from within the nurse, the reality materialises out of the complex interplays that occur in the healthcare workforce. Maintaining integrity demands a continual strive to balance personal expectations, professional concerns and nursing realities.
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Affiliation(s)
| | - Jennifer Margaret Newton
- Nursing and Midwifery, Monash University, Clayton, Victoria, Australia.,School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Gulzar Malik
- Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
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Partido BB, Stafford R. Association Between Emotional Intelligence and Academic Performance Among Dental Hygiene Students. J Dent Educ 2018; 82:974-979. [PMID: 30173194 DOI: 10.21815/jde.018.094] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2017] [Accepted: 02/16/2018] [Indexed: 11/20/2022]
Abstract
Emotional intelligence (EI) has been increasingly associated with the success of health care professionals, including dental professionals. Mental health, physical health, and life satisfaction all have been linked to having a high EI. The aim of this study was to determine any associations between EI scores and academic and clinical performance in a cohort of undergraduate dental hygiene students. All 63 first- and second-year dental hygiene students enrolled at The Ohio State University in the spring term 2017 were invited to participate in this quantitative cross-sectional study. The survey consisted of demographic questions and 30 emotional quotient self-assessment checklist questions divided into six EI subsets. The EI subset scores were then correlated with students' academic and clinical grades. A total of 45 students completed the questionnaire, for a response rate of 71.4%. Most of the participants scored between 16 and 19 for each EI domain, meaning they had a moderate EI level. A significant regression equation of EI subset scores and clinical GPA was found (F(3,41)=7.474, p<0.001), with an R2 of 0.354. Simple linear regression was calculated to predict clinical performance based on EI, and a significant regression equation was found (F(3,41)=6.727, p<0.001), with an R2 of 0.330. The EI subsets of self-control, motivation, and self-confidence were found to be predictors of overall academic performance. The EI subsets of social competence, empathy, and motivation were found to be predictors of clinical performance. These results suggest that more attention to the development of emotional intelligence may lead to improved academic and clinical performance among undergraduate dental hygiene students.
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Affiliation(s)
- Brian B Partido
- Brian B. Partido, MSDH, is Assistant Professor, Division of Dental Hygiene, College of Dentistry, The Ohio State University; and Rachel Stafford, BSDH, was a dental hygiene student, Division of Dental Hygiene, College of Dentistry, The Ohio State University at the time of this study.
| | - Rachel Stafford
- Brian B. Partido, MSDH, is Assistant Professor, Division of Dental Hygiene, College of Dentistry, The Ohio State University; and Rachel Stafford, BSDH, was a dental hygiene student, Division of Dental Hygiene, College of Dentistry, The Ohio State University at the time of this study
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Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. NURSE EDUCATION TODAY 2018; 68:112-120. [PMID: 29902740 DOI: 10.1016/j.nedt.2018.05.018] [Citation(s) in RCA: 98] [Impact Index Per Article: 16.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2018] [Revised: 04/16/2018] [Accepted: 05/23/2018] [Indexed: 05/11/2023]
Abstract
OBJECTIVE To synthesize the evidence that explored resilience and emotional intelligence in undergraduate nursing students. BACKGROUND Nursing is a demanding profession that offers unique challenges. Emotional intelligence and resilience are traits that can allow nursing students to effectively respond to challenges in professional placements and future practice. DESIGN An integrative review incorporating both quantitative and qualitative research designs. DATA SOURCE Studies in the English language were identified through a systematic search in electronic databases: CINAHL, PubMed, ERIC, Scopus and PsycINFO. No restriction dates were used and the search was up until November 1, 2017. REVIEW METHODS Methodological quality was assessed using the Critical Appraisal Skills Programme checklist for qualitative research and the Newcastle-Ottawa Quality Assessment Scale for quantitative research. Data analysis was conducted based on the integrative review method. RESULTS Fourteen articles were included. A positive relationship was found between resilience and performance in undergraduate studies including professional experience placements. While some studies observed an important role for emotional intelligence for nursing students, there is currently insufficient evidence to conclude that emotional intelligence improves nursing students' communication, academic success and retention. CONCLUSION Developing skills, such as resilience, as part of nursing programs allows students to be better prepared to deal with the unique challenges in nursing practice.
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Affiliation(s)
- Michelle Cleary
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Denis Visentin
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Sancia West
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Violeta Lopez
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Rachel Kornhaber
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
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Bliss S. Could we remedy the 'crisis of care' by incorporating mandatory group psychotherapy in nurse education? NURSE EDUCATION TODAY 2018; 61:25-27. [PMID: 29153455 DOI: 10.1016/j.nedt.2017.11.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/09/2017] [Revised: 10/05/2017] [Accepted: 11/03/2017] [Indexed: 06/07/2023]
Abstract
This paper suggests a tentative proposal for nurse education that may go some way to remedying the 'crisis of care' described by Judge Francis and others. Any viable strategy to improve caring attitudes in nursing students must involve activities across the curriculum that foster self-awareness and empathy. It is suggested that the best way to do this is for all undergraduate nursing students to participate in regular, supervised group psychotherapy sessions as a mandated requirement for registration. This strategy would be helpful in at least two main ways. First, it would be enormously beneficial in terms of promoting emotional intelligence - a necessary requirement for providing ethical, person-centred care. Second, it would also serve as an excellent form of student support, which would likely improve student retention rates. This is because individuals with strong group support systems are less likely to become mentally or physically ill and are, therefore, more resilient. Finally, some possible objections to this proposal are considered.
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Affiliation(s)
- Suzanne Bliss
- School of Humanities, University of Tasmania, Locked Bag 1340, Launceston, TAS 7250, Australia.
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