Helping Nursing Students Develop and Expand Their Emotional Intelligence

Emotional intelligence in preregistration nurse education

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.

Relationship Between Emotional Intelligence, Self-Acceptance, and Positive Coping Styles Among Chinese Psychiatric Nurses in Shandong

Background

Nurses are facing increasing pressure due to the progressing of society, broadening of nursing service connotation, and increasing of the masses’ demand for medical treatment. Psychiatric nurses face suicides, violence, and lost along with other accidents involving patients with mental disorders under higher psychological pressure. A coping style, which is affected by individual emotions and cognition, is an essential psychological resource that allows individuals to regulate stress. The purpose of this study was to investigate the correlation between self-acceptance and the positive coping style of psychiatric nurses, and investigate the mediating role of emotional intelligence.

Methods

A total of 813 psychiatric nurses from six natural regions in Shandong Province were investigated using the Self-Acceptance Questionnaire (SAQ), Emotional Intelligence Scale (EIS), Simplified Coping Style Questionnaire (SCSQ), and self-compiled general information questionnaire.

Results

The total EIS score of psychiatric nurses was 3.848 ± 0.459. The highest score was for others’ emotional management (4.071 ± 0.548) and the lowest was for emotion perception (3.684 ± 0.483). EIS and positive coping style were statistically significant based on age, work experience, professional title, education level, and gender (p < 0.05, p < 0.01). Self-acceptance was statistically significant only for professional titles (F = 3.258, p = 0.021). Self-acceptance and emotional intelligence were positively correlated with positive coping style (r = 0.361, p < 0.01; r = 0.492, p < 0.01, respectively). The factors were also positively correlated with each other (r = 0.316, p < 0.01). Self-emotion management, others’ emotional management, emotion perception, self-acceptance, and education level jointly predicted positive coping styles (R² = 0.305, F = 60.476, p = 0.000). Emotional intelligence partially mediated the relationship between self-acceptance and positive coping styles, with a mediating effect of 16.3%.

Conclusion

Emotional intelligence and self-acceptance can promote positive coping styles and improve psychiatric nurses’ mental health.

Research on How Emotional Expressions of Emotional Labor Workers and Perception of Customer Feedbacks Affect Turnover Intentions: Emphasis on Moderating Effects of Emotional Intelligence

Previous studies have used various external variables and parameters as well as moderator variables such as emotional intelligence have been to understand emotional labor and its related problems. However, a comprehensive model to study such variables' correlations with each other and their overall effect on emotional labor has not yet been established. This study used a structural equation model to understand the relationship between employees' expression of emotional labor and perception of customer feedbacks. The study also looked at how the perception of customer feedback affects emotional exhaustion in order to understand how emotional exhaustion affects job satisfaction and turnover intentions. Further, in order to fully understand the effects of emotion on emotional labor at the service contact points, this study developed and tested a model of emotional labor with four factors of emotional intelligence as moderating factors. Five hundred and seventy nine emotional labor workers in service industries in the United States were collected and 577 valid survey results have been analyzed. The result shows that there exists moderating effects of emotional intelligence on how employees' Deep Acting and Surface Acting recognize customers' reactions, both positive and negative, that would affect employees' Emotional Exhaustion and Job Satisfaction, and hence, Turnover Intention. The result suggests that employees with better understanding of their own emotions, although they are more likely to recover from emotional exhaustion, experience a greater negative effect when there is a discrepancy between what they feel and how they should act.

A comprehensive educational approach to improving NCLEX-RN pass rates

BACKGROUND

Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX-RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes.

METHODS

The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven-point Likert scale rates. NCLEX-RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX-RN pass rates before and after implementation.

RESULTS

The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX-RN pass rates showed significant improvements with the combined program support additions.

CONCLUSION

The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX-RN pass rates.