1
|
Barker S, Ford C, Flynn D, Tiplady S. A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:292-298. [PMID: 38512784 DOI: 10.12968/bjon.2024.33.6.292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
Abstract
Nursing programmes were flexible during the COVID-19 pandemic, offering simulation to replace clinical hours and adjusting supervision and assessment. However, second-year students in two modules had lower results despite no changes to the material, team or delivery. OBJECTIVES A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. METHOD Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. RESULTS A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. DISCUSSION Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.
Collapse
Affiliation(s)
- Stuart Barker
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Claire Ford
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Deborah Flynn
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Sue Tiplady
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| |
Collapse
|
2
|
Hollinger-Smith LM, Patterson BJ, Morin KH, Scott CJ. Cognitive and Noncognitive Factors Influencing Nursing Students' Academic Success: Structural Equation Model Analysis. Nurs Educ Perspect 2023; 44:E25-E32. [PMID: 37053551 DOI: 10.1097/01.nep.0000000000001121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/15/2023]
Abstract
AIM The study aim was to identify and explore relationships among cognitive and noncognitive factors that may contribute to prelicensure baccalaureate nursing students' academic success across their program of study. BACKGROUND Nurse educators are challenged to improve students' academic success. With limited evidence, cognitive and noncognitive factors have been identified in the literature as potential factors that influence academic success and may support students' readiness for practice as new graduate nurses. METHOD Data sets from 1,937 BSN students at multiple campuses were analyzed using an exploratory design and structural equation modeling. CONCLUSION Six factors were conceptualized as contributing equally to the initial cognitive model. The final noncognitive model, with deletion of two factors, yielded the best fit for the four-factor model. Cognitive and noncognitive factors were not significantly correlated. This study provides a beginning understanding of cognitive and noncognitive factors associated with academic success that may support readiness for practice.
Collapse
Affiliation(s)
- Linda M Hollinger-Smith
- About the Authors Linda M. Hollinger-Smith, PhD, RN, FAAN, ANEF, is associate provost, chief research officer, Chamberlain University, Chicago, Illinois. Barbara J. Patterson, PhD, RN, FAAN, ANEF, is distinguished scholar, National League for Nursing, Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education. Karen H. Morin, PhD, RN, FAAN, ANEF, is professor emerita, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin. Cameron J. Scott, PhD, is director of data science and institutional effectiveness, Chamberlain University. Dr. Patterson, editor of Nursing Education Perspectives, did not participate in review or decision for this article. The authors acknowledge the contributions of Karen Cox, PhD, RN, FACHE, FAAN, president, Chamberlain University; Carla D. Sanderson, PhD, RN, FAAN, provost, Chamberlain University; Darrell Spurlock, Jr., PhD, RN, NEA-BC, ANEF; Susan Groenwald, PhD, RN, FAAN, ANEF, president emerita, Chamberlain University; and Jennifer Couvillon, PhD, RN-BC, CNE, New Orleans Campus president, Chamberlain University. For more information, contact Dr. Hollinger-Smith at
| | | | | | | |
Collapse
|
3
|
The role of trait emotional intelligence in predicting academic stress, burnout, and engagement in Japanese second language learners. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04296-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/25/2023]
Abstract
AbstractThe current study examined the relationship between trait emotional intelligence (TEI), academic stress, burnout, and engagement in Japanese undergraduate students learning English as a second language. One hundred eighty-four participants (females = 87, mean age = 19.7 years) completed two questionnaires, one administered at the beginning of the academic semester (i.e., baseline), and one administered at the end of the academic semester (i.e., follow-up). Structural equation modeling revealed that TEI factors predicted engagement and negatively predicted academic stress, while stress strongly predicted burnout. Cluster analysis and ANOVA revealed that participants with high TEI reported significantly lower scores for stress and burnout and higher scores for academic engagement (i.e., emotional and agentic) compared to participants with low TEI. In addition, exhaustion significantly increased between baseline and follow-up for participants with low TEI but not for participants with high TEI. For participants with high TEI, inadequacy significantly decreased whereas emotional engagement significantly increased between baseline and follow-up. Results suggest that increasing TEI may reduce academic stress and burnout while increasing engagement among second language learners in a Japanese context.
Collapse
|
4
|
Trait Emotional Intelligence and Self-regulated Learning in University Students during the COVID-19 pandemic: the mediation role of Intolerance of Uncertainty and COVID-19 Perceived Stress. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022; 203:111999. [PMCID: PMC9671799 DOI: 10.1016/j.paid.2022.111999] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 11/11/2022] [Accepted: 11/13/2022] [Indexed: 11/19/2022]
Abstract
The coronavirus pandemic strongly impacted the higher education system, challenging university students, who were required to make a considerable effort in terms of revising their personal study approach and managing their emotions. The present study aimed to examine the impact of Trait Emotional Intelligence (TEI) on Self-Regulated Learning (SRL) strategies directly, and indirectly through the mediation of COVID-19 perceived stress (PS) and Intolerance of Uncertainty (IU). 1055 Italian university students (mean age = 22.44 years, SD = 2.39) reached via social media, filled out the tools assessing TEI, COVID-19 PS, IU and SRL. Five mediation analyses performed with PROCESS showed that TEI positively predicted all SRL dimensions, and negatively influenced COVID-19 PS and Prospective and Inhibitory IU. COVID-19 PS and Inhibitory and Prospective IU differently predicted specific SRL dimensions. The indirect effects observed suggest that TEI may help university students to cope with stressful and uncertain psychological experiences in order to achieve higher levels of SRL strategies. The study highlights that TEI plays a pivotal role in academic SRL strategies, underlining the importance of its buffering effect in distressing circumstances such as the COVID-19 pandemic.
Collapse
|
5
|
Emotional Intelligence among Nursing Students: Findings from a Longitudinal Study. Healthcare (Basel) 2022; 10:healthcare10102032. [PMID: 36292477 PMCID: PMC9601576 DOI: 10.3390/healthcare10102032] [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: 09/14/2022] [Revised: 10/10/2022] [Accepted: 10/12/2022] [Indexed: 11/16/2022] Open
Abstract
Emotional intelligence is an important factor for nursing students' success and work performance. Although the level of emotional intelligence increases with age and tends to be higher in women, results of different studies on emotional intelligence in nursing students vary regarding age, study year, and gender. A longitudinal study was conducted in 2016 and 2019 among undergraduate nursing students to explore whether emotional intelligence changes over time. A total of 111 undergraduate nursing students participated in the study in the first year of their study, and 101 in the third year. Data were collected using the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) and Schutte Self Report Emotional Intelligence Test (SSEIT). There was a significant difference in emotional intelligence between students in their first (M = 154.40; 95% CI: 101.85-193.05) and third year (M = 162.01; 95% CI: 118.65-196.00) of study using TEIQue-SF questionnaire. There was a weak correlation (r = 0.170) between emotional intelligence and age measuring using the TEIQue-SF questionnaire, and no significant correlation when measured using SSEIT (r = 0.34). We found that nursing students' emotional intelligence changes over time with years of education and age, suggesting that emotional intelligence skills can be improved. Further research is needed to determine the gendered nature of emotional intelligence in nursing students.
Collapse
|
6
|
Dehnavi M, Estebsari F, Kandi ZRK, Milani AS, Hemmati M, Nasab AF, Mostafaie D. The correlation between emotional intelligence and clinical competence in nurses working in special care units: A cross-sectional study. NURSE EDUCATION TODAY 2022; 116:105453. [PMID: 35777293 DOI: 10.1016/j.nedt.2022.105453] [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: 10/20/2021] [Revised: 05/13/2022] [Accepted: 06/22/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Emotional intelligence and clinical competence are essential skills of the nursing profession to elevate the quality of nursing services and patient satisfaction. OBJECTIVES This study aimed to determine the correlation between emotional intelligence and clinical competence in nurses working in critical care units of hospitals affiliated to Shahid Beheshti University of Medical Sciences. DESIGN A cross-sectional study with a correlational design. SETTINGS Special care units (SCUs) of hospitals affiliated to Shahid Beheshti University of Medical Sciences in Tehran, Iran. PARTICIPANTS The research subjects included 200 nurses working in the Special care units SCUs of hospitals affiliated to Shahid Beheshti University of Medical Sciences, selected via convenience sampling. METHODS Data were collected using three questionnaires, including a demographic information questionnaire, the Bar-On Emotional Quotient Inventory (EQ-i), and Benner's Nurse Competence Scale (NCS). The questionnaires were completed from October to December 2019. Data were analyzed using SPSS-18 software at a significance level of P < 0.05. RESULTS The emotional intelligence of nurses participating in the study had the highest mean (SD) of 17.31(3.34) in the self-expression dimension and the lowest mean of 12.04(3.40) in the empathy dimension. There was a significant direct correlation between emotional intelligence and clinical competence (P = 0.05). There was also a significant relationship between the total clinical competence and its dimensions (P < 0.05). CONCLUSIONS Communication skills and accountability significantly impact the provision of optimal care, and the proper training of staff in responsibility, accountability, and communication skills will have many benefits for promoting nursing services and can be considered one of the strategies to improve the quality of nursing services. They are therefore recommended to be considered in designing and implementing continuing education programs for nurses.
Collapse
Affiliation(s)
- Mohammad Dehnavi
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Fatemeh Estebsari
- Department of Community Health Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Zahra Rahimi Khalifeh Kandi
- Department of Health Education and Promotion, School of Public Health, Iran University of Medical Sciences, Tehran, Iran
| | - Arezoo Sheikh Milani
- Department of Community Health Nursing, School of Nursing & Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mahshid Hemmati
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Abdollah Farhadi Nasab
- Department of Psychiatry, Medical school, Taleghani Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Davoud Mostafaie
- Health Services Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| |
Collapse
|
7
|
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.
Collapse
|
8
|
Arias J, Soto-Carballo JG, Pino-Juste MR. Emotional intelligence and academic motivation in primary school students. PSICOLOGIA-REFLEXAO E CRITICA 2022; 35:14. [PMID: 35622170 PMCID: PMC9142720 DOI: 10.1186/s41155-022-00216-0] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 04/26/2022] [Indexed: 11/10/2022] Open
Abstract
The role of emotions in the educational context is one of the lines of research that has generated most interest in recent years. This study explores the level of emotional intelligence (EI) and motivation towards studying of primary school (PS) students, as well as the relationship between both variables. For this, a quasi-experimental design has been used with an accidental sample of 541 students from public centers in the province of Pontevedra (Spain). The instruments used were a School Motivation Scale and an EI questionnaire for primary school students, based on the five areas of Goleman EI. The results maintain a mid to high level of EI in all of the factors (self-conscience, self-control, emotional use, empathy and social skills) and a good level of academic motivation. Therefore, they show a positive and significant correlation of both variables. Girls have a higher emotional intelligence index and there is no difference in academic motivation in terms of gender. Based on these results, it is suggested to implement programs that consolidate emotional competences given their importance in the psychoevolutionary development of students and their relationship with academic motivation.
Collapse
Affiliation(s)
- Julia Arias
- GIES-10 research group, Universidade de Vigo, Tui, Pontevedra, Spain
| | | | | |
Collapse
|
9
|
Brambila-Tapia AJL, Miranda-Lavastida AJ, Vázquez-Sánchez NA, Franco-López NL, Pérez-González MC, Nava-Bustos G, Gutiérrez-Rodríguez FJ, Mora-Moreno FF. Association of Health and Psychological Factors with Academic Achievement and Non-Verbal Intelligence in University Students with Low Academic Performance: The Influence of Sex. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19084804. [PMID: 35457671 PMCID: PMC9029569 DOI: 10.3390/ijerph19084804] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Revised: 04/11/2022] [Accepted: 04/12/2022] [Indexed: 11/16/2022]
Abstract
Academic achievement, measured with the grade point average (GPA), is a stable characteristic that has been associated with many sociodemographic and psychological variables; however, the relation of these variables with GPA has not been totally elucidated. The objective of this study was to perform an association of health, psychological and personal variables with GPA and non-verbal intelligence in low-academic performance population according to sex. We invited health sciences university students who had failed the same subject twice to complete a set of sociodemographic and psychological variables and a non-verbal intelligence test. The GPA, admission exam test and preparatory GPA were obtained. We included 124 students, and found that GPA was associated with non-verbal intelligence in women but not in men; in whom, having a job and having a romantic partner, were more correlated. In women, positive relations with others, emotion perception and weekly physical activity hours were marginally correlated with GPA; while in men, emotion regulation and self-motivation had a tendency of correlation with GPA. In addition, we found that non-verbal intelligence was associated somatization and the number of diseases in women. Academic achievement is regulated by different variables in each sex; therefore, intervention programs addressed by sex are needed to increase it.
Collapse
Affiliation(s)
- Aniel Jessica Leticia Brambila-Tapia
- Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (G.N.-B.); (F.J.G.-R.)
- Correspondence: (A.J.L.B.-T.); (F.F.M.-M.)
| | - Aris Judit Miranda-Lavastida
- Centro de Estudios sobre Aprendizaje y Desarrollo (CEAD), Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (A.J.M.-L.); (N.A.V.-S.); (N.L.F.-L.)
| | - Nancy Araceli Vázquez-Sánchez
- Centro de Estudios sobre Aprendizaje y Desarrollo (CEAD), Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (A.J.M.-L.); (N.A.V.-S.); (N.L.F.-L.)
| | - Nancy Lizbeth Franco-López
- Centro de Estudios sobre Aprendizaje y Desarrollo (CEAD), Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (A.J.M.-L.); (N.A.V.-S.); (N.L.F.-L.)
| | - Martha Catalina Pérez-González
- Centro de Evaluación e Investigación en Psicología (CEIP), Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico;
| | - Gonzalo Nava-Bustos
- Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (G.N.-B.); (F.J.G.-R.)
| | - Francisco José Gutiérrez-Rodríguez
- Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (G.N.-B.); (F.J.G.-R.)
| | - Francisco Fabián Mora-Moreno
- Centro de Estudios sobre Aprendizaje y Desarrollo (CEAD), Departamento de Psicología Básica, Centro Universitario de Ciencias de la Salud (CUCS), Universidad de Guadalajara, Guadalajara 44100, Mexico; (A.J.M.-L.); (N.A.V.-S.); (N.L.F.-L.)
- Correspondence: (A.J.L.B.-T.); (F.F.M.-M.)
| |
Collapse
|
10
|
Barchard F. Exploring the role of reflection in nurse education and practice. Nurs Stand 2022; 37:45-49. [PMID: 35403391 DOI: 10.7748/ns.2022.e11605] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/23/2021] [Indexed: 11/09/2022]
Abstract
Reflection is an essential element in every nurse's practice and is embedded in the Nursing and Midwifery Council's code of conduct - the UK nursing regulatory body's code of professional standards of practice and behaviour. The application of reflection to practice has clear advantages, for example it enables nurses to learn from clinical events and adapt and enhance their skills. This article explores the role of reflection in nursing practice, considers the use of reflective models and explores how nurses can overcome barriers to reflection in their everyday practice. These barriers include psychological stress or discomfort when revisiting challenging clinical experiences, which may have been exacerbated during the coronavirus disease 2019 (COVID-19) pandemic.
Collapse
Affiliation(s)
- Fiona Barchard
- Waterside Campus, University of Northampton, Northampton, England
| |
Collapse
|
11
|
Iqbal J, Asghar MZ, Ashraf MA, Yi X. The Impacts of Emotional Intelligence on Students' Study Habits in Blended Learning Environments: The Mediating Role of Cognitive Engagement during COVID-19. Behav Sci (Basel) 2022; 12:14. [PMID: 35049625 PMCID: PMC8773199 DOI: 10.3390/bs12010014] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/21/2021] [Accepted: 12/30/2021] [Indexed: 12/10/2022] Open
Abstract
Emotional intelligence is a main area in educational psychology and a key factor in the academic life of students. It deals with deviant behavior through self-awareness and self-motivation, regulates emotional and social skills, and converts emotional energy into positive energy. This study examined direct and indirect relationships between emotional intelligence and study habits in blended learning environments. Blended learning is conceptualized as a hybrid learning approach that combines online learning opportunities and the traditional classroom approach. Furthermore, the study explored the mediating role of cognitive engagement in the relationship between emotional intelligence and study habits. We used 26 items in a paper-based questionnaire in a quantitative study to collect data on emotional intelligence, cognitive engagement and study habits from health sciences students (N = 338) enrolled in blended learning courses in universities in the Hunan province of China. Emotional intelligence included self-awareness, self-motivation, and the regulation of emotion; social skills were also examined. A partial least squares structural-equation modeling approach was applied through SmartPLS software to explore the relationships. The results indicate that self-awareness and self-motivation have direct, significant, and positive connections with study habits. Similarly, the results indicate that all four dimensions of emotional intelligence (self-awareness, self-motivation, emotion regulation and social skills) had indirect, significant, and positive relationships with study habits using cognitive engagement as a mediator variable. It was concluded that students face higher-than-usual challenges in building study habits in blended learning environments during the COVID-19 pandemic, and that emotional intelligence helps them to develop their study habits to greater effect. Similarly, it was concluded that cognitive engagement strengthens the connection between emotional intelligence and study habits. Therefore, it is recommended that universities take specific measures to enhance students' emotional intelligence and cognitive engagement, which will ultimately improve their study habits. Moreover, valuable and practical implications for teachers, practitioners, and university management were also discussed in the study.
Collapse
Affiliation(s)
- Javed Iqbal
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
| | - Muhammad Zaheer Asghar
- Department of Education, University of Helsinki, 00014 Helsinki, Finland
- School of Doctorate, Education & ICT (e-Learning), Universitat Oberta de Catalunya, 08018 Barcelona, Spain
- Department of Education, University of Management and Technology, Lahore 54700, Pakistan
| | | | - Xie Yi
- School of Education, Guangzhou University, Guangzhou 510006, China; (J.I.); (X.Y.)
| |
Collapse
|
12
|
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: 25] [Impact Index Per Article: 8.3] [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.
Collapse
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
| |
Collapse
|
13
|
Reverté-Villarroya S, Ortega L, Lavedán A, Masot O, Burjalés-Martí MD, Ballester-Ferrando D, Fuentes-Pumarola C, Botigué T. The influence of COVID-19 on the mental health of final-year nursing students: comparing the situation before and during the pandemic. Int J Ment Health Nurs 2021; 30:694-702. [PMID: 33393201 DOI: 10.1111/inm.12827] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 11/15/2020] [Accepted: 11/19/2020] [Indexed: 01/04/2023]
Abstract
The COVID-19 pandemic has had an important impact on the academic world. It is known that university studies can influence the mental health of students, and especially those studying health sciences. In this study, we therefore sought to analyse whether the current pandemic has affected the mental well-being of final-year nursing students. This was a multi-centre study, with a descriptive, longitudinal, and prospective design. Mental well-being was evaluated using the General Health Questionnaire. A total of 305 participants were included in the study, of whom 52.1% had experienced the COVID-19 pandemic. Statistically significant differences were found between the two groups analysed in terms of age, access to university, average marks, mental well-being self-esteem, emotional exhaustion, and sense of coherence. In the case of mental well-being, a direct association was found with both the pandemic situation (OR = 2.32, P = 0.010) and emotional exhaustion scores (OR = 1.20, P < 0.001), while an inverse association was found with sense of coherence scores (OR = 0.45, P < 0.001). This study shows that the mental health of students is a significant factor and one that must be taken into consideration when training nursing staff at university. There is a need to promote healthy habits and provide appropriate coping strategies. It is also important to train and prepare students for pandemic situations as these can have an important impact on the mental health of both the members of the public who will be treated by these future nursing professionals and the students themselves.
Collapse
Affiliation(s)
- Sílvia Reverté-Villarroya
- Department d'Infermeria, Facultat d'Infermeria Campus Terres de l'Ebre, Universitat Rovira Virgili, Tortosa, Spain
| | - Laura Ortega
- Departament d'Infermeria, Facultat d'Infermeria, Universitat Rovira i Virgili, Tarragona, Spain.,Hospital Universitari Institut Pere Mata, Institut d'Investigació Sanitària Pere Virgili (IISPV), CIBERSAM, Universitat Rovira i Virgili, Reus, Spain
| | - Ana Lavedán
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
| | - Olga Masot
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
| | | | | | | | - Teresa Botigué
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
| |
Collapse
|
14
|
Asturias N, Andrew S, Boardman G, Kerr D. The influence of socio-demographic factors on stress and coping strategies among undergraduate nursing students. NURSE EDUCATION TODAY 2021; 99:104780. [PMID: 33516979 DOI: 10.1016/j.nedt.2021.104780] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/06/2020] [Revised: 12/15/2020] [Accepted: 01/10/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Nursing students may experience high levels of stress during academic study, which may affect their physical and mental health. Continued severe stress may lead to attrition from a program, particularly if utilised coping strategies are not appropriate or effective. In addition, some socio-demographic factors can influence an individual's perceived stress level and choice of coping strategies. AIM To determine if socio-demographic factors have an impact on perceived stress and preferred coping strategies of students enrolled in undergraduate nursing studies. DESIGN Descriptive correlational cross-sectional study design. METHODS Self-report questionnaires including a demographic questionnaire, Perceived Stress Scale, and Coping Strategy Inventory were utilised. A convenience cross-sectional sample of second- and third-year undergraduate nursing students (N = 377) were surveyed. Independent samples t-test, One-way ANOVA and multiple regression analysis were used to analyse data. Voluntary consent was obtained. FINDINGS A moderate of proportion of participants (60%) were International students. The majority (n = 270, 71.6%) of participants had moderate stress levels. Engagement coping strategies (M = 56.33, SD = 10.27) were preferred over disengagement coping strategies (M = 46.29, SD = 11.36) for managing stress. Independent associations were identified for 'gender', 'age', 'marital status', 'country of birth', 'residential status' and 'language spoken' with stress and utilisation of preferred coping strategies. CONCLUSION This study has determined that a significant number of students currently enrolled in an undergraduate nursing course may be experiencing a moderate amount of stress. Furthermore, participants' demographic factors may have influenced perceived stress and utilisation of coping strategies. Diversity in background may be contributing to additional stress for some students, who may have migrated alone, without family and support networks. Future research may evaluate strategies to reduce stress for undergraduate nursing students. Students for whom English was second language may require specific support to enhance their educational experience.
Collapse
Affiliation(s)
- Nerissa Asturias
- Ideal Manpower Services, PO Box 2278, Taylors Lakes, VIC 3038, Australia; Sunshine Hospital, PO Box 294, St Albans, VIC, 3021, Australia.
| | - Sharon Andrew
- Institute of Health And Sport, Victoria University, PO Box 14428, Melbourne, VIC, 8001, Australia.
| | - Gayelene Boardman
- College of Health and Biomedicine, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia.
| | - Debra Kerr
- School of Nursing and Midwifery, Deakin University, 1 Gheringhap St, Geelong, VIC, 3220, Australia.
| |
Collapse
|
15
|
Ratanasiripong P, Wang CDC, Ratanasiripong N, Hanklang S, Kathalae D, Chumchai P. Impact of psychosocial factors on academic performance of nursing students in Thailand. JOURNAL OF HEALTH RESEARCH 2021. [DOI: 10.1108/jhr-07-2020-0242] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
Purpose
The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.
Design/methodology/approach
A cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ2/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).
Findings
Results indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ2 (2, N = 767) = 3.11, p = 0.48; χ2/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).
Originality/value
While prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.
Collapse
|
16
|
Preston S, Anderson A, Robertson DJ, Shephard MP, Huhe N. Detecting fake news on Facebook: The role of emotional intelligence. PLoS One 2021; 16:e0246757. [PMID: 33705405 PMCID: PMC7951906 DOI: 10.1371/journal.pone.0246757] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Accepted: 01/25/2021] [Indexed: 11/19/2022] Open
Abstract
The proliferation of fake news on social media is now a matter of considerable public and governmental concern. In 2016, the UK EU referendum and the US Presidential election were both marked by social media misinformation campaigns, which have subsequently reduced trust in democratic processes. More recently, during the COVID-19 pandemic, the acceptance of fake news has been shown to pose a threat to public health. Research on how to combat the false acceptance of fake news is still in its infancy. However, recent studies have started to focus on the psychological factors which might make some individuals less likely to fall for fake news. Here, we adopt that approach to assess whether individuals who show high levels of 'emotional intelligence' (EQ) are less likely to fall for fake news items. That is, are individuals who are better able to disregard the emotionally charged content of such items, better equipped to assess the veracity of the information. Using a sample of UK participants, an established measure of EQ and a novel fake news detection task, we report a significant positive relationship between individual differences in emotional intelligence and fake news detection ability. We also report a similar effect for higher levels of educational attainment, and we report some exploratory qualitative fake news judgement data. Our findings are discussed in terms of their applicability to practical short term (i.e. current Facebook user data) and medium term (i.e. emotional intelligence training) interventions which could enhance fake news detection.
Collapse
Affiliation(s)
- Stephanie Preston
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Anthony Anderson
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - David J. Robertson
- School of Psychological Sciences and Health, University of Strathclyde, Glasgow, United Kingdom
| | - Mark P. Shephard
- School of Government and Public Policy, University of Glasgow, Glasgow, United Kingdom
| | - Narisong Huhe
- School of Government and Public Policy, University of Glasgow, Glasgow, United Kingdom
| |
Collapse
|
17
|
Altwijri S, Alotaibi A, Alsaeed M, Alsalim A, Alatiq A, Al-Sarheed S, Agha S, Omair A. Emotional Intelligence and its Association with Academic Success and Performance in Medical Students. SAUDI JOURNAL OF MEDICINE & MEDICAL SCIENCES 2021; 9:31-37. [PMID: 33519341 PMCID: PMC7839580 DOI: 10.4103/sjmms.sjmms_375_19] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/30/2019] [Revised: 01/27/2020] [Accepted: 08/12/2020] [Indexed: 12/30/2022]
Abstract
Background Emotional intelligence (EI) is potentially associated with higher academic performance. However, no study from the Gulf region has previously assessed if EI affects academic success and academic performance in medical students. Objectives To examine the relationship between EI and academic success and academic performance in a sample of Saudi Arabian medical students. Methods This cross-sectional, questionnaire study included all 4th-6th year medical students enrolled at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia, in the academic year 2017-18. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test and the Academic Success Inventory for College Students (ASICS) along with a questionnaire eliciting demographic information between January and April 2018. Academic achievement was assessed based on each student's self-reported grade point average in the most recent examination. Results Of 377 eligible students, 296 (78%) completed the questionnaires. A significant association was identified between overall EI and ASICS scores (r = 0.197; P < 0.001). EI scores were constant in males and females and the year of study. No statistically significant association was observed between EI and academic success across gender and academic years (P > 0.05 for all values). However, in terms of external motivation and career decidedness by level of study, final-year students had higher scores compared with students in the other two study years (P = 0.02 and P = 0.01, respectively). Conclusion This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.
Collapse
Affiliation(s)
- Sulaiman Altwijri
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Abdulaziz Alotaibi
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Mohammed Alsaeed
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Abdulrahman Alsalim
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia
| | - Abdulrahman Alatiq
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Saud Al-Sarheed
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Sajida Agha
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| | - Aamir Omair
- Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.,King Abdullah International Medical Research Center, Riyadh, Saudi Arabia
| |
Collapse
|
18
|
Academic stress, coping, emotion regulation, affect and psychosomatic symptoms in higher education. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-020-01304-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
19
|
Ranasinghe P, Senadeera V, Gamage N, Weerarathna MF, Ponnamperuma G. Temporal changes in emotional intelligence (EI) among medical undergraduates: a 5-year follow up study. BMC MEDICAL EDUCATION 2020; 20:496. [PMID: 33298046 PMCID: PMC7724823 DOI: 10.1186/s12909-020-02404-x] [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: 09/09/2020] [Accepted: 11/13/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Emotional intelligence (EI) is thought to play a significant role in professional and academic success. EI is important for medical personnel to cope with highly stressful circumstances during clinical and academic settings. The present prospective follow-up study intends to evaluate the changes in EI and their correlates among medical undergraduates over a five-year period. METHODS Data were collected in 2015 and 2020 at the Faculty of Medicine, University of Colombo, Sri Lanka. EI was assessed using the validated 33-item self-assessment tool, Schutte Self-Report Emotional Intelligence Test (SSEIT). In addition, socio-demographic details, students' involvement in extracurricular-activities during undergraduate life, students' satisfaction regarding the choice of studying medicine and plans to do postgraduate studies were also evaluated. A multiple-regression analysis was conducted among all students using percentage change in EI score as the continuous dependent variable, together with other independent variables (plan to do postgraduate studies, satisfaction in choice of medicine and extracurricular-activities). RESULTS Sample size was 170 (response rates-96.6%), with 41.2% males (n = 70). Mean EI scores at baseline among all students was 122.7 ± 11.6, and it had significantly increased at follow-up to 128.9 ± 11.2 (p < 0.001). This significant increase was independently observed in both males (122.1 ± 12.2 vs. 130.0 ± 12.4, p < 0.001) and females (123.1 ± 11.1 vs. 128.2 ± 10.3, p = 0.001). During follow-up, an increase in EI score was observed in students of all religions and ethnicities. Mean EI score also increased in all categories of monthly income, irrespective of the employment status or attainment of higher education of either parent. An increase in mean EI score during follow-up was observed in students irrespective of their engagement in or number of extracurricular-activities, they were involved. In the multiple regression analysis, being satisfied regarding their choice of the medical undergraduate programme (OR:11.75, p = 0.001) was the only significant factor associated with the percentage change in EI score. CONCLUSION EI in this group significantly improved over 5-years of follow-up and was independent of gender, religion, ethnicity, socio-economic parameters and academic performance. Satisfaction in the chosen field was a significant predictor of the overall change in EI. Future studies are needed to identify and measure factors responsible for improvement in EI among medical undergraduates.
Collapse
Affiliation(s)
- Priyanga Ranasinghe
- Department of Pharmacology, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka.
| | - Vidarsha Senadeera
- Department of Anatomy, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - Nishadi Gamage
- Department of Pharmacology, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | | | - Gominda Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| |
Collapse
|
20
|
Teskereci G, Öncel S, Özer Arslan Ü. Developing compassion and emotional intelligence in nursing students: A quasi-experimental study. Perspect Psychiatr Care 2020; 56:797-803. [PMID: 32118297 DOI: 10.1111/ppc.12494] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Revised: 02/11/2020] [Accepted: 02/22/2020] [Indexed: 11/27/2022] Open
Abstract
PURPOSE This study examined the effect of the Caring Behavior in Nursing course on the compassion and emotional intelligence levels of nursing students. DESIGN AND METHODS This quasi-experimental study was carried out using pretest and posttest design. The research sample consisted of the intervention (n = 37) and the control (n = 36) group. Data were collected through "The Emotional Intelligence Evaluation Survey" and "The Compassion Scale." FINDINGS It was determined that the compassion levels of the students in the intervention group were statistically significantly higher than the compassion levels of the control group of students. PRACTICE IMPLICATIONS It was found that the Caring Behavior in Nursing course was effective in developing compassion.
Collapse
Affiliation(s)
- Gamze Teskereci
- Department of Obstetric and Gynecologic Nursing, Akdeniz University Kumluca Health Science Faculty, Antalya, Turkey
| | - Selma Öncel
- Department of Public Health Nursing, Akdeniz University Nursing Faculty, Antalya, Turkey
| | - Ülkü Özer Arslan
- Fundamentals of Nursing Department, Akdeniz University Kumluca Health Science Faculty, Antalya, Turkey
| |
Collapse
|
21
|
Cassano F, Tamburrano A, Mellucci C, Galletti C, Damiani G, Laurenti P. Evaluation of Emotional Intelligence among Master's Degree Students in Nursing and Midwifery: A Cross-Sectional Survey. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176347. [PMID: 32878197 PMCID: PMC7504047 DOI: 10.3390/ijerph17176347] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 08/06/2020] [Accepted: 08/27/2020] [Indexed: 12/03/2022]
Abstract
Emotional intelligence is an important skill for nurses and midwives and leads them to cleverly work in various fields and contexts, successfully handling colleagues, patients and their families. The aim of this cross-sectional study is to evaluate the relationship between emotional intelligence, sociodemographic and academic variables in current and former master’s degree students in nursing and midwifery, through the administration of a questionnaire to 71 subjects. Emotional intelligence is significantly related to gender. Females showed higher scores (0.2 points higher than men) for emotional intelligence factors, highlighting an excellent ability to “evaluate and express emotions in relation to others”. Moreover, significant differences in academic performances are shown: both females and midwives demonstrated higher academic performance (a mean degree mark 3.8 points higher than men and a mean degree mark 2.6 point than nurses, respectively). High levels of emotional intelligence in individuals who carried out training activities in the organization area are also evident: These subjects have an ability regarding the “regulation of emotion in the others”, which is significantly higher (p = 0.01) than those interested in other master’s degree areas. Emotional intelligence (EI) is strongly linked to the individual’s characteristics and their personalities and differs from technical and professional skills. EI is also an excellent predictor of professional success.
Collapse
Affiliation(s)
- Fabiana Cassano
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
| | - Andrea Tamburrano
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Correspondence: ; Tel.: +39-329-065-9841
| | - Claudia Mellucci
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
| | - Caterina Galletti
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
| | - Gianfranco Damiani
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
| | - Patrizia Laurenti
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
| |
Collapse
|
22
|
Mansel B, Einion A. 'It's the relationship you develop with them': emotional intelligence in nurse leadership. A qualitative study. ACTA ACUST UNITED AC 2020; 28:1400-1408. [PMID: 31778341 DOI: 10.12968/bjon.2019.28.21.1400] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
AIM to investigate emotional intelligence (EI) and its relationship to nursing leadership. BACKGROUND strong, effective leadership is core to organisational competency and significantly influences care quality. EI is the ability to understand one's own feelings and to assess and respond to the feelings of others. It is linked to self-awareness, self-management, social awareness and social skills, all of which are vital in leadership roles. However, insufficient research explores EI in nursing leadership from the perspective of nurse leaders. DESIGN a qualitative study employed interpretive phenomenological analysis methods, using a purposive sample of band 7 sisters/charge nurses/team managers (n=5) from one Welsh health board. Semistructured interviews were recorded and analysed in four stages. FINDINGS four clusters of themes were identified, each with two to three subthemes. These were: sensing others-the empathetic leader; experiencing the affected sense of self; strategies employed to build the team; and reading the flux of the organisation. CONCLUSION although the nurse leaders were unfamiliar with the concept of EI, their narratives reflected some core values of EI. However, significant barriers around time, pressure and staffing levels impeded their potential to use EI to become more effective leaders. Nurse leaders should harness the power of emotions to influence others to achieve excellent care.
Collapse
|
23
|
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.
Collapse
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
| |
Collapse
|
24
|
Imani B, Mohamad Khan Kermanshahi S, Vanaki Z, Kazemnejad Lili A, Zoghipaydar M. Iranian Hospital Nurses' Lived Experiences of Emotional Intelligence: A Phenomenological Study. Issues Ment Health Nurs 2019; 40:712-719. [PMID: 29851528 DOI: 10.1080/01612840.2017.1395497] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
Emotional intelligence can help nurses improve their clients' satisfaction and health. The aim of this hermeneutic phenomenological study was to explore Iranian hospital nurses' lived experiences of emotional intelligence. Data collection was done through holding ten in-depth semi-structured interviews with ten hospital nurses. Participants were recruited from hospitals affiliated with Hamedan University of Medical Sciences, Hamedan, Iran. Data analysis was done using Van Manen's ( 1997 ) six-step approach and resulted in the development of the main theme of normative interactive management and the following three subthemes of resorting to spiritualities, self-protection, and intelligent resilience.
Collapse
Affiliation(s)
- Behzad Imani
- a Tarbiat Modares University , Department of Nursing, Faculty of Medical Sciences , Tehran , Iran
| | | | - Zohreh Vanaki
- a Tarbiat Modares University , Department of Nursing, Faculty of Medical Sciences , Tehran , Iran
| | | | | |
Collapse
|
25
|
Moore S, Clark C, Haught A, Hinde B, Reckner D, Robinson J, Graham-West A, Wigal W, Childers W, Horzempa J. Factors Associated with Academic Performance in Physician Assistant Graduate Programs and National Certification Examination Scores. A Literature Review. HEALTH PROFESSIONS EDUCATION 2019; 5:103-110. [PMID: 35224312 PMCID: PMC8881976 DOI: 10.1016/j.hpe.2018.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
Purpose: A physician assistant (PA) is a state-licensed, nationally certified healthcare professional who practices medicine on healthcare teams with physicians and other providers. PAs practice medicine across the US (all 50 states, the District of Columbia, and the US territories). In recent years, the demand for clinicians has increased dramatically which has led to an increase in the number of practicing PAs. To meet this growing demand for healthcare providers, identifying applicants capable of overcoming the challenges associated with the PA educational track in addition to the corresponding clinical training is crucial. Method: In this paper, we reviewed the literature and discuss preadmission factors and their relationship toward completion of PA graduate programs and successfully passing the national certification examination (PANCE). Results: Previous studies indicated a weak positive association between verbal GRE scores and success on the PANCE. Moreover, undergraduate GPA, and taking a variety of undergraduate science prerequisites correlates with passing the PANCE. Discussion: Investigations of success correlates of other professional programs indicated that psychological factors may have potential for use in predicting whether an applicant would be successful in PA school. These include tests for emotional intelligence and particular personality characteristics.
Collapse
|
26
|
Goudarzian AH, Nesami MB, Sedghi P, Gholami M, Faraji M, Hatkehlouei MB. The Effect of Self-Care Education on Emotional Intelligence of Iranian Nursing Students: A Quasi-experimental Study. JOURNAL OF RELIGION AND HEALTH 2019; 58:589-598. [PMID: 29353384 DOI: 10.1007/s10943-017-0537-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
This study aimed to determine the effect of self-care training on emotional intelligence of nursing students. This quasi-experimental study was conducted on nursing students of Mazandaran University of Medical Sciences in 2016. The subjects (60 students) that were collected with random sampling method were divided into experimental and control groups, and then, self-care behaviors were taught to the experimental group' students in 12 sessions by using a checklist. The subjects of control group were not taught. Emotional intelligence was measured by using Bradberry and Greaves' standard questionnaire before and after the intervention. Emotional intelligence scores of students in the experimental group showed positive and significant change between before (75.33 ± 7.23) and after (125.70 ± 7.79) of training (P < 0.001). Also t test shows a significant change in control (78.73 ± 6.54) and experimental groups (125.70 ± 7.79), after of training (P < 0.001). It is recommended that special programs be organized in order to improve the emotional intelligence of students that improve the likelihood of their success in life.
Collapse
Affiliation(s)
| | - Masoumeh Bagheri Nesami
- Department of Medical-Surgical Nursing, Pediatric Infectious Diseases Research Center, Mazandaran University of Medical Sciences, Sari, Iran.
| | - Parisa Sedghi
- Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran
| | - Mahsan Gholami
- Student Research Committee, Mazandaran University of Medical Sciences, Sari, Iran
| | - Maryam Faraji
- Department of Psychology, Mazandaran University of Medical Sciences, Amol, Iran
| | | |
Collapse
|
27
|
Di Lorenzo R, Venturelli G, Spiga G, Ferri P. Emotional intelligence, empathy and alexithymia: a cross-sectional survey on emotional competence in a group of nursing students. ACTA BIO-MEDICA : ATENEI PARMENSIS 2019; 90:32-43. [PMID: 30977747 PMCID: PMC6625563 DOI: 10.23750/abm.v90i4-s.8273] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/09/2019] [Accepted: 03/11/2019] [Indexed: 12/30/2022]
Abstract
Background: Emotional intelligence (EI) is the ability to recognize and manage one’s own and others’ emotions, empathy is the ability to understand how others feel, whereas alexithymia represents the difficulty in feeling and verbally expressing emotions. Emotional competences are important requirements for positive outcomes in nursing profession. The aim of the study: To analyze EI, empathy and alexithymia in nursing students. Methods: We conducted a cross-sectional survey in a sample of 237 students (53 males, 184 females), attending both the 1st and 3rd year of the University Nursing Course in Modena. We administered three Italian validated scales: Schutte Self-Report Emotional Intelligence Test (SSEIT), Jefferson Scale of Empathy - Health Professions Student (JSE-HPS), Toronto Alexithymia Scale (TAS-20). Data were statistically analyzed. Results: Statistically significant differences were found between the 1st and 3rd year students at SSEIT (t=-0.6, p=0.52), JSE-HPS (t=-3.2, p=0.0016) and TAS-20 scores (t=-3.54, p=0.0005). Among 3rd year students, females obtained significantly different scores from those of males at SSEIT (t=2.8, p=0.006). All three scales reported a Cronbach’s alpha >0.80. SSEIT correlated positively with JSE-HPS (Spearman’s rho=0.15, p=0.02) and negatively with TAS-20 (Spearman’s rho=-0.18, p=0.006). Conclusions: Our study highlighted a good level of emotional skills among students at the beginning of nursing training, further increased by the last year of the course, suggesting that emotional competences can be learned, and confirmed that empathy, but not alexithymia, is a dimension of EI. (www.actabiomedica.it)
Collapse
|
28
|
Employment as a predictor of mental health, psychological distress, anxiety and depression in Australian pre-registration nursing students. J Prof Nurs 2018; 34:502-506. [DOI: 10.1016/j.profnurs.2018.03.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2017] [Revised: 03/16/2018] [Accepted: 03/28/2018] [Indexed: 11/23/2022]
|
29
|
Hajibabaee F, A. Farahani M, Ameri Z, Salehi T, Hosseini F. The relationship between empathy and emotional intelligence among Iranian nursing students. INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2018; 9:239-243. [PMID: 30244237 PMCID: PMC6387768 DOI: 10.5116/ijme.5b83.e2a5] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/06/2017] [Accepted: 08/27/2018] [Indexed: 06/08/2023]
Abstract
OBJECTIVES To determine the relationship between empathy and emotional intelligence among Iranian nursing students. METHODS This is a cross-sectional, descriptive-correlational study that was conducted on three hundred and twenty eligible students, selected using stratified random sampling. Participants were mainly nursing students at Tehran University of Medical Sciences. Data gathering was done using The Jefferson Scale of Empathy and The Schutte Self Report Emotional Intelligence Test. Data were analyzed using SPSS. RESULTS The results showed a strong positive correlation between empathy and emotional intelligence (r=0.499, p <.001). Students in their fourth year had the highest score for empathy (M=109.16, SD=10.16), while first-year students had the highest scores for emotional intelligence (M= 151.68, SD= 17.47). Female students got higher empathy scores than male students (t(318)= 2.524, p= .012). Age had a strong inverse correlation with emotional intelligence (r= 0.143, p= .010). CONCLUSIONS The results of this study show a correlation between emotional intelligence and empathy among nursing students. Nurses with higher emotional intelligence tend to be better in establishing productive relationships with patients and their families, and if nurses possess empathetic skills, they manage their emotions more effectively. In addition to imparting knowledge and clinical experience, nursing curricula should provide students with opportunities to develop their communication and emotional skills.
Collapse
Affiliation(s)
- Fatemeh Hajibabaee
- Nursing and Midwifery School, Tehran University of Medical Sciences, Iran
| | | | - Zahra Ameri
- School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Iran
| | - Tahmineh Salehi
- School of Nursing and Midwifery, Iran University of Medical Sciences, Iran
| | - Fatemeh Hosseini
- School of Health Management and Information Sciences, Iran University of Medical Sciences, Iran
| |
Collapse
|
30
|
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: 81] [Impact Index Per Article: 13.5] [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.
Collapse
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.
| |
Collapse
|
31
|
Socio-emotional competencies as predictors of performance of nursing students in simulated clinical practice. Nurse Educ Pract 2018; 32:122-128. [DOI: 10.1016/j.nepr.2018.07.009] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Revised: 05/05/2018] [Accepted: 07/13/2018] [Indexed: 11/22/2022]
|
32
|
Bolsoni-Silva AT, Barbosa RM, Brandão AS, Loureiro SR. Prediction of course completion by students of a university in Brazil. PSICO-USF 2018. [DOI: 10.1590/1413-82712018230303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Abstract The conclusion of the undergraduate course by university students in the time predicted by the curriculum is desirable for young people and for society. The aim was to verify the reliability, sensitivity and specificity of a broad set of predictors for academic performance of university students, who completed the undergraduate course within the time predicted by the curricula, through data mining methodology, provided by the Support Vector Machines algorithm. A simple approach is proposed for the prediction of course completion by students in a university in Brazil. The dataset has 170 students who finished the course and 117 who did not finish. With the proposed methodology, it was possible to predict the course completion by students with an accuracy of 79.5% when using the 19 original variables. An accuracy of 75% was found using only 05 variables: Course, year of the course, gender, initial and final academic performance.
Collapse
|
33
|
Stami T, Ritin F, Dominique P. Demographic predictors of emotional intelligence among radiation therapists. J Med Radiat Sci 2018; 65:114-122. [PMID: 29687618 PMCID: PMC5986065 DOI: 10.1002/jmrs.277] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2016] [Accepted: 03/14/2018] [Indexed: 11/28/2022] Open
Abstract
INTRODUCTION Contemporary health care services are more productive and successful when their health professionals have emotional intelligence (EI). The objective of this study was to explore the demographic predictors of EI among radiation therapists working in cancer care centres in NSW, Australia. METHODS Data were collected using a cross-sectional self-administered survey. Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire- Short version (TEIQue - SF). Multiple regression analysis was used to identify if age, years of experience, gender, highest level of education obtained or level of current employment were predictors of EI. RESULTS A total of 205 radiation therapists participated in this study. The mean scores for Global EI, emotionality, self-control, wellbeing and sociability dimensions were 5.16 (SD = 0.6), 5.3 (SD = 0.7), 4.9 (SD = 0.9), 5.7 (SD = 0.8) and 4.7 (SD = 0.8) respectively. Age and level of current employment were identified as predictors of global EI. Gender and level of education were significant predictors of the EI emotionality dimension. Levels of employment along with level of education were both significant predictors of the sociability dimension of EI. CONCLUSIONS Being a young radiation therapist, female, and having higher levels of employment and higher levels of education were predictors of EI. Given that level of education and level of employment are both amendable demographic factors, strategies to address these factors to reduce the effects of emotional struggle experienced by radiation therapists in their work need to be implemented.
Collapse
Affiliation(s)
| | - Fernandez Ritin
- St George Hospital, Level 1, James Laws HouseUniversity Of WollongongWollongongNSWAustralia
| | - Parrish Dominique
- Faculty of Science, Medicine and Health (SMAH)University Of WollongongWollongongNSWAustralia
| |
Collapse
|
34
|
Imani B, Kermanshahi SMK, Vanaki Z, Kazemnejad Lili A. Hospital nurses’ lived experiences of intelligent resilience: A phenomenological study. J Clin Nurs 2018; 27:2031-2040. [DOI: 10.1111/jocn.14310] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/04/2018] [Indexed: 11/29/2022]
Affiliation(s)
- Behzad Imani
- Department of Nursing; Faculty of Medical Sciences; Tarbiat Modares University; Tehran Iran
| | | | - Zohreh Vanaki
- Department of Nursing; Faculty of Medical Sciences; Tarbiat Modares University; Tehran Iran
| | | |
Collapse
|
35
|
The relationship between emotional intelligence and critical thinking skills in Iranian nursing students. Med J Islam Repub Iran 2018; 32:40. [PMID: 30159291 PMCID: PMC6108289 DOI: 10.14196/mjiri.32.40] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2017] [Indexed: 11/18/2022] Open
Abstract
Background: Critical thinking skills are one of the most important competencies in successful clinical performance of nursing students. Emotional intelligence is also one of the concepts related to critical thinking and can play an important role in the ability to think. Thus, this study was conducted to investigate the relationship between emotional intelligence and critical thinking in nursing students. Methods: This was a quantitative, descriptive-correlative Study. Participants were nursing students in different levels. To collect data, California Critical Thinking Test (form B) and Bar-On Emotional Intelligence Questionnaire were used. Then, data were analyzed with descriptive and inferential statistics using SPSS 16 software. Results: Pearson correlation test showed no significant correlation between the total score of critical thinking skills and each of its components with the total score of emotional intelligence and its component, except for empathy (p=0.001), in nursing students. Conclusion: The findings revealed a significant relationship between empathy and critical thinking skills in nursing students. Using these elements as teaching techniques for nursing education courses can be very helpful in developing good nurse-patient relationships and improving patient care.
Collapse
|
36
|
Sharon D, Grinberg K. Does the level of emotional intelligence affect the degree of success in nursing studies? NURSE EDUCATION TODAY 2018; 64:21-26. [PMID: 29454875 DOI: 10.1016/j.nedt.2018.01.030] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/17/2017] [Revised: 12/19/2017] [Accepted: 01/23/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Emotional intelligence (EI) reflects the general capacity to comprehend emotions (in ourselves and in others), to regulate emotions, and to cope effectively with emotional situations. The study program in nursing is varied, and includes theoretical and practical aspects, but teaching EI is not part of the core curriculum. We argue that teaching EI should not only be included in the curriculum, but that EI tests should be included in the admissions process. OBJECTIVE This study reviews the relationship between EI level and the degree of success in nursing studies, and its importance. PARTICIPANTS A convenience sample of 110 academic nursing students was examined. METHODS Three data collection methods were employed: 1) A socio-demographic questionnaire; 2) Schutte Self-Report Inventory (SSRI); 3) Psychometric scores and grade transcripts. RESULTS A positive correlation between the level of EI and the degree of success in nursing studies among nursing students was found. EI levels improved during the second year of learning. Among nursing students, the annual average grade was related to emotional intelligence rather than psychometric scores at the time of admission. CONCLUSION There is a need to increase the importance of EI in the terms of nursing student's admission and basic nursing curriculums.
Collapse
|
37
|
Alconero-Camarero AR, Sarabia-Cobo CM, González-Gómez S, Ibáñez-Rementería I, Lavín-Alconero L, Sarabia-Cobo AB. Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: An observational study. NURSE EDUCATION TODAY 2018; 61:94-100. [PMID: 29195213 DOI: 10.1016/j.nedt.2017.11.013] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/17/2017] [Revised: 10/09/2017] [Accepted: 11/06/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Emotional intelligence is highly relevant in palliative care training, considering the coping styles used by nursing students. Clinical simulation provides the opportunity to evaluate these variables in a realistic and natural context. OBJECTIVES To analyze the possible relation between emotional intelligence, coping styles and satisfaction with one's own self-learning in nursing students participating in simulated scenarios related to palliative care at the end of life. METHODS A descriptive, observational and correlational study of students in their second year of nursing at a Spanish University during the 2015/2016 academic year. Three variables were measured: emotional intelligence (Trait Meta-Mood Scale-24), coping styles (the Questionnaire for Dealing with Stress) and satisfaction with students' own learning (Student Satisfaction and Self-Confidence in Learning Scale, Spanish version CSLS-Sv). RESULTS In total, 74 students participated in this study (ME: 20.3years). An association was found between satisfaction with learning, according to the EI attention subscale (in which the highest scores were registered) and two specific coping styles (FSP, with high scores and open emotional expression). CONCLUSIONS Emotional intelligence and coping styles are desirable qualities in students, especially as they have a relevant role in satisfaction with one's own learning. Nonetheless, in part, these results depend on the characteristics of the educational activities designed, which is especially relevant in simulation applied to palliative care.
Collapse
|
38
|
Wijekoon CN, Amaratunge H, de Silva Y, Senanayake S, Jayawardane P, Senarath U. Emotional intelligence and academic performance of medical undergraduates: a cross-sectional study in a selected university in Sri Lanka. BMC MEDICAL EDUCATION 2017; 17:176. [PMID: 28946877 PMCID: PMC5613354 DOI: 10.1186/s12909-017-1018-9] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2017] [Accepted: 09/21/2017] [Indexed: 06/02/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been linked with academic and professional success. Such data are scarce in Sri Lanka. This study was conducted to describe the pattern of EI, to determine its predictors and to determine the effect of EI on academic performance at the final MBBS examination, in medical undergraduates of a Sri Lankan university. METHODS This is a cross-sectional study in a selected university, involving those who did final MBBS examination in 2016. Consecutive sampling was done. EI was assessed with self-administered Genos Emotional Intelligence Full Version (7 domains; 70 questions equally weighted; total score 350). Socio-demographic data were obtained using a self-administered questionnaire. Academic performance was assessed with final MBBS results in the first attempt. RESULTS Of 148 eligible students 130 responded (response rate-88%); 61.5% were females; mean age was 26.3 ± 1 years. Mean total EI score was 241.5 (females-245.5, males-235.1; p = 0.045).Among different domains, mean score was highest for Emotional Self-Awareness (36.8/50) and lowest for Emotional Expression (32.6/50). Multiple linear regression analysis indicated that having good family support (p = 0.002), socializing well in university (p = 0.024) and being satisfied with facilities available for learning (p = 0.002), were independent predictors of EI. At the final MBBS examination 51.6% obtained classes, 31.5% passed the examination without classes and 16.9% got repeated. Females had better academic performance than males (p = 0.009). Mean EI of second-class upper division, second-class lower division, pass and repeat groups were 249.4, 246.6, 240.2 and 226.9, respectively (with one-way ANOVA p = 0.015). After adjusting for gender, ordinal regression analysis indicated that, total EI score was an independent predictor of final MBBS results [β-0.018 (95% CI 0.005-0.031); p = 0.006]. CONCLUSIONS In the study population, both EI and academic performance were higher among females. Independent of gender, academic performance was better in those who were more emotionally intelligent. Several psychosocial factors were found to be independent predictors of EI. These results suggest that emotional skills development might enhance academic performance of medical undergraduates in Sri Lanka. Further research is needed in this under-explored area.
Collapse
Affiliation(s)
- Chandrani Nirmala Wijekoon
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Heshan Amaratunge
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Yashica de Silva
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Solith Senanayake
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Pradeepa Jayawardane
- Department of Pharmacology, Faculty of Medical Sciences, University of Sri Jayewardenepura, Gangodawila, Nugegoda, Sri Lanka
| | - Upul Senarath
- Department of Community Medicine, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| |
Collapse
|
39
|
Hennessy L. The lived experience of registered nurses educated in accelerated second degree bachelor of science in nursing programs: A hermeneutic phenomenological research study. Nurse Educ Pract 2017; 28:264-269. [PMID: 28941650 DOI: 10.1016/j.nepr.2017.09.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2017] [Revised: 08/03/2017] [Accepted: 09/14/2017] [Indexed: 11/15/2022]
Abstract
Accelerated Second Degree Bachelor of Science in Nursing (ASDBSN) programs have proliferated in response to the ongoing and anticipated nursing shortages of the first decades of this century. While a number of studies have reported on the students enrolled in these programs, limited information exists regarding how nurses educated in these programs experience their nursing careers beyond the first two years of practice. This study was undertaken to explore the lived experience of registered nurses educated in an ASDBSN program. Using a hermeneutical phenomenological approach, twelve ASDBSN prepared nurses with greater than 2 years in nursing practice were interviewed with five different ASDBSN programs and seven different communities in the southwest United States represented. The interviews were face to face and occurred in a setting of the participants' choice. A total of 4 themes were identified through the data analysis and a model of ASDBSN nursing practice was developed using the analogy of a river system. The themes included: Headwaters, Tributaries and Turbulence, The Rolling River, and The Delta. The results demonstrated that ASDBSN educated nurses are well socialized in the nursing profession and experience a high degree of job satisfaction and intent to stay in the profession.
Collapse
Affiliation(s)
- Lisa Hennessy
- 2285 Quitman Dr., Chaparral, NM 88081, United States.
| |
Collapse
|
40
|
Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. NURSE EDUCATION TODAY 2017; 55:65-70. [PMID: 28528126 DOI: 10.1016/j.nedt.2017.05.008] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Revised: 03/09/2017] [Accepted: 05/08/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. OBJECTIVES To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. DESIGN AND SETTING Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. PARTICIPANTS 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). METHODS EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). RESULTS Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. CONCLUSIONS Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula.
Collapse
Affiliation(s)
- Kim Foster
- Australian Catholic University & Northwestern Mental Health, 1 North, Royal Melbourne Hospital, Grattan St., Parkville, VIC 3050, Australia.
| | - Judith Fethney
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Heather McKenzie
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Murray Fisher
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Emily Harkness
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Desirée Kozlowski
- Discipline of Psychology, School of Health and Human Sciences, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
| |
Collapse
|
41
|
McCloughen A, Foster K. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study. J Clin Nurs 2017; 27:2699-2709. [PMID: 28426909 DOI: 10.1111/jocn.13865] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/11/2017] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To identify challenging interpersonal interactions experienced by nursing and pharmacy students during clinical placement, and strategies used to manage those situations. BACKGROUND Healthcare students and staff experience elevated stress when exposed to dynamic clinical environments, complex care and challenging professional relationships. Emotionally intelligent behaviours are associated with appropriate recognition and management of emotions evoked by stressful experiences and development of effective relationships. Nursing and pharmacy students' use of emotionally intelligent behaviours to manage challenging interpersonal situations is not well known. DESIGN A qualitative design, using semi-structured interviews to explore experiences of challenging interpersonal situations during clinical placement (Phase two of a larger mixed-methods study). Final-year Australian university nursing and pharmacy students (n = 20) were purposefully recruited using a range of Emotional Intelligence scores (derived in Phase one), measured using the GENOS Emotional intelligence Inventory (concise version). RESULTS Challenging interpersonal situations involving student-staff and intrastaff conflict, discourteous behaviour and criticism occurred during clinical placement. Students used personal and relational strategies, incorporating emotionally intelligent behaviours, to manage these encounters. Strategies included reflecting and reframing, being calm, controlling discomfort and expressing emotions appropriately. CONCLUSIONS Emotionally intelligent behaviours are effective to manage stressful interpersonal interactions. Methods for strengthening these behaviours should be integrated into education of nursing and pharmacy students and qualified professionals. Education within the clinical/workplace environment can incorporate key interpersonal skills of collaboration, social interaction and reflection, while also attending to sociocultural contexts of the healthcare setting. RELEVANCE TO CLINICAL PRACTICE Students and staff are frequently exposed to stressful clinical environments and challenging interpersonal encounters within healthcare settings. Use of emotionally intelligent behaviours to recognise and effectively manage these encounters may contribute to greater stress tolerance and enhanced professional relationships. Nursing and pharmacy students, and their qualified counterparts, need to be educated to strengthen their emotional intelligence skills.
Collapse
Affiliation(s)
- Andrea McCloughen
- Sydney Nursing School, University of Sydney, Camperdown, NSW, Australia
| | - Kim Foster
- Sydney Nursing School, University of Sydney, Camperdown, NSW, Australia.,Australian Catholic University and North Western Mental Health, Melbourne Health, Melbourne, Victoria, Australia
| |
Collapse
|
42
|
Asao S, Lewis B, Harrison JD, Glass M, Brock TP, Dandu M, Le P. Ethics Simulation in Global Health Training (ESIGHT). MEDEDPORTAL : THE JOURNAL OF TEACHING AND LEARNING RESOURCES 2017; 13:10590. [PMID: 30800792 PMCID: PMC6338194 DOI: 10.15766/mep_2374-8265.10590] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/18/2016] [Accepted: 05/18/2017] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Many health care trainees and providers have reported feeling unprepared for the ethical dilemmas they faced while practicing in global health. Simulation is an effective teaching modality in the training of health care professionals. This resource describes the development, implementation, and assessment of an innovative simulation training program for global health ethics. METHODS We conducted simulation training with trainees and professionals from various health care disciplines. After a didactic component in which general ethical principles were introduced, participants acted as either lead or observer in four simulations representing different ethical challenges. Participants interacted with simulated patients within a set designed to resemble a resource-constrained environment. Data on the participants' experiences and evaluations of the program's effectiveness were collected through pre-/postsession surveys and focus groups. RESULTS All 53 participants (100%) agreed that the simulations "effectively highlighted ethical dilemmas I could face abroad," and 98% agreed that the content "was useful in my preparation for an international elective." Responses from surveys and focus groups stressed the importance of the realistic and emotional nature of the simulation in increasing confidence and preparedness, as well as a preference for simulation as the modality for teaching global health ethics. DISCUSSION Simulation for global health ethics training can help to raise awareness of the complex ethical challenges one may face abroad. Incorporating simulation training within broader global health curricula can improve trainee preparedness and confidence in appropriately and effectively identifying, strategizing, and navigating through ethical dilemmas in the field.
Collapse
Affiliation(s)
| | - Brett Lewis
- Medical Student, Oregon Health & Science University School of Medicine
| | - James D. Harrison
- Associate Professor Researcher, Division of Hospital Medicine, University of California, San Francisco
| | - Marcia Glass
- Associate Professor, Division of Hospital Medicine, University of California, San Francisco
| | - Tina Penick Brock
- Associate Dean and Professor, School of Pharmacy, University of California, San Francisco
| | - Madhavi Dandu
- Associate Professor, Division of Hospital Medicine, University of California, San Francisco
| | - Phuoc Le
- Associate Professor, Division of Hospital Medicine, University of California, San Francisco
| |
Collapse
|
43
|
Emotional intelligence and coping styles: An intervention in geriatric nurses. Appl Nurs Res 2017; 35:94-98. [DOI: 10.1016/j.apnr.2017.03.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2016] [Revised: 01/11/2017] [Accepted: 03/01/2017] [Indexed: 11/22/2022]
|
44
|
Strickland HP, Cheshire MH. Exploring the Correlation Between Nontraditional Variables and Student Success: A Longitudinal Study. J Nurs Educ 2017; 56:351-355. [DOI: 10.3928/01484834-20170518-06] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2016] [Accepted: 01/19/2017] [Indexed: 11/20/2022]
|
45
|
Thomas CL, Cassady JC, Heller ML. The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.03.001] [Citation(s) in RCA: 38] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
46
|
Ranasinghe P, Wathurapatha WS, Mathangasinghe Y, Ponnamperuma G. Emotional intelligence, perceived stress and academic performance of Sri Lankan medical undergraduates. BMC MEDICAL EDUCATION 2017; 17:41. [PMID: 28219419 PMCID: PMC5319135 DOI: 10.1186/s12909-017-0884-5] [Citation(s) in RCA: 39] [Impact Index Per Article: 5.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2016] [Accepted: 02/15/2017] [Indexed: 05/07/2023]
Abstract
BACKGROUND Previous research has shown that higher Emotional Intelligence (EI) is associated with better academic and work performance. The present study intended to explore the relationship between EI, perceived stress and academic performance and associated factors among medical undergraduates. METHODS This descriptive cross-sectional research study was conducted among 471 medical undergraduates of 2nd, 4th and final years of University of Colombo, Sri Lanka. Students were rated on self administered Perceived Stress Scale (PSS) and Schutte Self-Report Emotional Intelligence Test (SEIT). Examination results were used as the dichotomous outcome variable in a logistic regression analysis. RESULTS Females had higher mean EI scores (p = 0.014). A positive correlation was found between the EI score and the number of extracurricular activities (r = 0.121, p = 0.008). Those who were satisfied regarding their choice to study medicine, and who were planning to do postgraduate studies had significantly higher EI scores and lower PSS scores (p <0.001). Among final year undergraduates, those who passed the Clinical Sciences examination in the first attempt had a higher EI score (p <0.001) and a lower PSS score (p <0.05). Results of the binary logistic-regression analysis in the entire study population indicated that female gender (OR:1.98) and being satisfied regarding their choice of the medical undergraduate programme (OR:3.69) were significantly associated with passing the examinations. However, PSS Score and engagement in extracurricular activities were not associated with 'Examination Results'. CONCLUSIONS Higher EI was associated with better academic performance amongst final year medical students. In addition a higher EI was observed in those who had a higher level of self satisfaction. Self-perceived stress was lower in those with a higher EI. Enhancing EI might help to improve academic performance among final year medical student and also help to reduce the stress levels and cultivate better coping during professional life in the future.
Collapse
Affiliation(s)
- P. Ranasinghe
- Department of Pharmacology, Faculty of Medicine, Univeristy of Colombo, Colombo, Sri Lanka
| | - W. S. Wathurapatha
- Department of Pharmacology, Faculty of Medicine, Univeristy of Colombo, Colombo, Sri Lanka
| | - Y. Mathangasinghe
- Department of Anatomy, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| | - G. Ponnamperuma
- Department of Medical Education, Faculty of Medicine, University of Colombo, Colombo, Sri Lanka
| |
Collapse
|
47
|
Espinoza-Venegas M, Sanhueza-Alvarado O, Ramírez-Elizondo N, Sáez-Carrillo K. A validation of the construct and reliability of an emotional intelligence scale applied to nursing students. Rev Lat Am Enfermagem 2017; 23:139-47. [PMID: 25806642 PMCID: PMC4376042 DOI: 10.1590/0104-1169.3498.2535] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2013] [Accepted: 09/26/2014] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE: The current study aimed to validate the construct and reliability of an emotional
intelligence scale. METHOD: The Trait Meta-Mood Scale-24 was applied to 349 nursing students. The process
included content validation, which involved expert reviews, pilot testing,
measurements of reliability using Cronbach's alpha, and factor analysis to
corroborate the validity of the theoretical model's construct. RESULTS: Adequate Cronbach coefficients were obtained for all three dimensions, and factor
analysis confirmed the scale's dimensions (perception, comprehension, and
regulation). CONCLUSION: The Trait Meta-Mood Scale is a reliable and valid tool to measure the emotional
intelligence of nursing students. Its use allows for accurate determinations of
individuals' abilities to interpret and manage emotions. At the same time, this
new construct is of potential importance for measurements in nursing leadership;
educational, organizational, and personal improvements; and the establishment of
effective relationships with patients.
Collapse
Affiliation(s)
| | | | | | - Katia Sáez-Carrillo
- Departamento de Estadística, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, Santiago, Chile
| |
Collapse
|
48
|
Gonzales LK, Glaser D, Howland L, Clark MJ, Hutchins S, Macauley K, Close JF, Leveque NL, Failla KR, Brooks R, Ward J. Assessing Learning Styles of Graduate Entry Nursing Students as a Classroom Research Activity: A quantitative research study. NURSE EDUCATION TODAY 2017; 48:55-61. [PMID: 27710825 DOI: 10.1016/j.nedt.2016.09.016] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2016] [Revised: 09/08/2016] [Accepted: 09/21/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND A number of studies across different disciplines have investigated students' learning styles. Differences are known to exist between graduate and baccalaureate nursing students. However, few studies have investigated the learning styles of students in graduate entry nursing programs. . OBJECTIVES Study objective was to describe graduate entry nursing students' learning styles. DESIGN/SETTING/PARTICIPANTS/METHODS A descriptive design was used for this study. The Index of Learning Styles (ILS) was administered to 202 graduate entry nursing student volunteers at a southwestern university. Descriptive statistics, tests of association, reliability, and validity were performed. Graduate nursing students and faculty participated in data collection, analysis, and dissemination of the results. RESULTS Predominant learning styles were: sensing - 82.7%, visual - 78.7%, sequential - 65.8%, and active - 59.9%. Inter-item reliabilities for the postulated subscales were: sensing/intuitive (α=0.70), visual/verbal (α=0.694), sequential/global (α=0.599), and active/reflective (α=0.572). Confirmatory factor analysis for results of validity were: χ2(896)=1110.25, p<0.001, CFI=0.779, TLI=0.766, WRMR=1.14, and RMSEA =0.034. CONCLUSIONS Predominant learning styles described students as being concrete thinkers oriented toward facts (sensing); preferring pictures, diagrams, flow charts, demonstrations (visual); being linear thinkers (sequencing); and enjoying working in groups and trying things out (active),. The predominant learning styles suggest educators teach concepts through simulation, discussion, and application of knowledge. Multiple studies, including this one, provided similar psychometric results. Similar reliability and validity results for the ILS have been noted in previous studies and therefore provide sufficient evidence to use the ILS with graduate entry nursing students. This study provided faculty with numerous opportunities for actively engaging students in data collection, analysis, and dissemination of results.
Collapse
Affiliation(s)
| | - Dale Glaser
- Glaser Consulting, 3115 4(th) Avenue, San Diego, CA 92103.
| | - Lois Howland
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Mary Jo Clark
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Susie Hutchins
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Karen Macauley
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | | | | | | | - Raelene Brooks
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| | - Jillian Ward
- University of San Diego, 5998 Alcala Park, San Diego, CA 92110.
| |
Collapse
|
49
|
Stacey G, Holland K. Graduate entry nurse education: A challenge or opportunity for the future of the profession? Nurse Educ Pract 2017; 22:A1-A2. [DOI: 10.1016/j.nepr.2016.08.001] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2016] [Accepted: 08/05/2016] [Indexed: 11/25/2022]
|
50
|
|