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Cadet T, Cusimano J, McKearney S, Honaker J, O'Neal C, Taheri R, Uhley V, Zhang Y, Dreker M, Cohn JS. Describing the evidence linking interprofessional education interventions to improving the delivery of safe and effective patient care: a scoping review. J Interprof Care 2024; 38:476-485. [PMID: 38124506 PMCID: PMC11009096 DOI: 10.1080/13561820.2023.2283119] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 11/02/2023] [Indexed: 12/23/2023]
Abstract
Empirical evidence indicates that collaborative interprofessional practice leads to positive health outcomes. Further, there is an abundance of evidence examining student and/or faculty perceptions of learning or satisfaction about the interprofessional education (IPE) learning experience. However, there is a dearth of research linking IPE interventions to patient outcomes. The objective of this scoping review was to describe and summarize the evidence linking IPE interventions to the delivery of effective patient care. A three-step search strategy was utilized for this review with articles that met the following criteria: publications dated 2015-2020 using qualitative, quantitative or mixed methods; the inclusion of healthcare professionals, students, or practitioners who had experienced IPE or training that included at least two collaborators within coursework or other professional education; and at least one of ten Centers for Medicare & Medicaid Services quality measures (length of stay, medication errors, medical errors, patient satisfaction scores, medication adherence, patient and caregiver education, hospice usage, mortality, infection rates, and readmission rates). Overall, n=94 articles were identified, providing overwhelming evidence supporting a positive relationship between IPE interventions and several key quality health measures including length of stay, medical errors, patient satisfaction, patient or caregiver education, and mortality. Findings from this scoping review suggest a critical need for the development, implementation, and evaluation of IPE interventions to improve patient outcomes.
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Affiliation(s)
- Tamara Cadet
- School of Social Policy & Practice, University of Pennsylvania, Philadelphia, PA, USA
| | - Joseph Cusimano
- Bernard J. Dunn School of Pharmacy, Shenandoah University, Winhester, VA, USA
| | - Shelley McKearney
- Interprofessional Education Collaborative, BS Seton Hall University, South Orange, NJ, USA
| | | | - Cynthia O'Neal
- School of Nursing, University of Texas Health Science Center, San Antonio, Texas, USA
| | - Reza Taheri
- Pharmacy Practice Department, Chapman University, Irvine, CA, USA
| | - Virginia Uhley
- Department of Foundational Medical Studies, Department of Family Medicine and Community Health, Oakland University, Rochester, MI, USA
| | - Yingting Zhang
- Department of Medicine, Research Services Librarian Library Faculty, Robert Wood Johnson Library of the Health Sciences, Rutgers, The State University of New Jersey, New Brunswick, NJ, USA
| | - Margaret Dreker
- Hackensack Meridian School of Medicine, Seton Hall University, Nutley, NJ, USA
| | - Judith S Cohn
- Health Sciences Library, Information Services and Department of Health Sciences Libraries Department, George F. Smith Library of the Health Sciences, The State University of New Jersey, Newark, NJ, USA
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Louwen C, Reidlinger D, Milne N. Profiling health professionals' personality traits, behaviour styles and emotional intelligence: a systematic review. BMC MEDICAL EDUCATION 2023; 23:120. [PMID: 36803372 PMCID: PMC9938999 DOI: 10.1186/s12909-023-04003-y] [Citation(s) in RCA: 10] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/03/2021] [Accepted: 01/04/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Non-cognitive traits have been theorised to predict characteristics, career choice and outcomes of health professionals and could represent a homogenous group. This study aims to profile and compare personality traits, behaviour styles and emotional intelligence of health practitioners across a variety of professions. METHODS Empirical literature was systematically reviewed. A two-concept search strategy was applied to four databases (CINAHL, PubMed, Embase, ProQuest). Title/abstract and full text articles were screened against inclusion and exclusion criteria. Methodological quality was assessed using Mixed Methods Appraisal Tool. Data was synthesised narratively and meta-aggregated where feasible. RESULTS Three hundred twenty-one studies representing 153 assessment tools of personality (n = 83 studies), behaviour (n = 8), and emotional intelligence (n = 62) were included. Most studies (n = 171) explored personality (medicine, nursing, nursing assistants, dentistry, allied health, paramedics), revealing variation in traits across professions. Behaviour styles were least measured with only ten studies exploring these across four health professions (nursing, medicine, occupational therapy, psychology). Emotional intelligence (n = 146 studies) varied amongst professions (medicine, nursing, dentistry, occupational therapy, physiotherapy, radiology) with all exhibiting average to above-average scores. CONCLUSION Personality traits, behaviour styles and emotional intelligence are all key characteristics of health professionals reported in the literature. There is both heterogeneity and homogeneity within and between professional groups. The characterisation and understanding of these non-cognitive traits will aid health professionals to understand their own non-cognitive features and how these might be useful in predicting performance with potential to adapt these to enhance success within their chosen profession.
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Affiliation(s)
- C. Louwen
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
| | - D. Reidlinger
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
| | - N. Milne
- Faculty of Health Sciences and Medicine, Bond Institute of Health and Sport, Bond University, Robina, Gold Coast, QLD 4226 Australia
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Campbell M, Hagen BNM, Gohar B, Wichtel J, Jones-Bitton A. A qualitative study exploring the perceived effects of veterinarians' mental health on provision of care. Front Vet Sci 2023; 10:1064932. [PMID: 36825229 PMCID: PMC9941564 DOI: 10.3389/fvets.2023.1064932] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2022] [Accepted: 01/19/2023] [Indexed: 02/10/2023] Open
Abstract
Introduction Veterinary medicine is a rewarding, yet demanding profession with a myriad of occupational stressors that can impact the mental health of veterinarians. Stress, mental health outcomes, and associated risk factors amongst veterinarians have been well-researched. Much less research has investigated how high stress and/or poor mental health can impact veterinarians' provision of care. Methods One-on-one research interviews were conducted with 25 veterinarians at a Canadian veterinary conference in July 2016 and verbatim transcripts were produced from the audio recordings. The research team collaboratively analyzed the interviews using thematic analysis. Results Five themes described the perceived impacts of high stress and/or poor mental health: perceived negative impacts on interactions with (1) co-workers and (2) clients; (3) reduced concentration; (4) difficulty in decision making; and (5) reduced quality of care. Discussion These results highlight the perceived impacts of self-reported high stress and/or poor mental health on veterinary team dynamics, the potential to impact case outcomes, and possibly endanger patient safety. Interventions to help mitigate the impacts of high stress and poor mental health are discussed.
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Affiliation(s)
- Megan Campbell
- Department of Population Medicine, The University of Guelph, Guelph, ON, Canada,*Correspondence: Megan Campbell ✉
| | - Briana N. M. Hagen
- Department of Population Medicine, The University of Guelph, Guelph, ON, Canada
| | - Basem Gohar
- Department of Population Medicine, The University of Guelph, Guelph, ON, Canada,Centre for Research in Occupational Safety and Health, Sudbury, ON, Canada
| | - Jeffrey Wichtel
- Ontario Veterinary College, University of Guelph, Guelph, ON, Canada
| | - Andria Jones-Bitton
- Department of Population Medicine, The University of Guelph, Guelph, ON, Canada
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Musitia P, Boga M, Oluoch D, Haaland A, Nzinga J, English M, Molyneux S. Strengthening respectful communication with patients and colleagues in neonatal units - developing and evaluating a communication and emotional competence training for nurse managers in Kenya. Wellcome Open Res 2022; 7:223. [PMID: 38708375 PMCID: PMC11066535 DOI: 10.12688/wellcomeopenres.18006.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/09/2022] [Indexed: 05/07/2024] Open
Abstract
Introduction: Effective communication is essential to delivering compassionate, high-quality nursing care. The intensive, stressful and technical environment of a new-born unit (NBU) in a low-resource setting presents communication-related challenges for nurses, with negative implications for nurse well-being, team relationships and patient care. We adapted a pre-existing communication and emotional competence course with NBU nurse managers working in Kenya, explored its' value to participants and developed a theory of change to evaluate its' potential impact. Methods: 18 neonatal nurse managers from 14 county referral hospitals helped adapt and participated in a nine-month participatory training process. Training involved guided 'on the job' self-observation and reflection to build self-awareness, and two face-to-face skills-building workshops. The course and potential for future scale up was assessed using written responses from participant nurses (baseline questionnaires, reflective assignments, pre and post workshop questionnaires), workshop observation notes, two group discussions and nine individual in-depth interviews. Results: Participants were extremely positive about the course, with many emphasizing its direct relevance and applicability to their daily work. Increased self-awareness and ability to recognize their own, colleagues' and patients' emotional triggers, together with new knowledge and practical skills, reportedly inspired nurses to change; in turn influencing their ability to provide respectful care, improving their confidence and relationships and giving them a stronger sense of professional identity. Conclusion: Providing respectful care is a major challenge in low-resource, high-pressure clinical settings but there are few strategies to address this problem. The participatory training process examined addresses this challenge and has potential for positive impacts for families, individual workers and teams, including worker well-being. We present an initial theory of change to support future evaluations aimed at exploring if and how positive gains can be sustained and spread within the wider system.
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Affiliation(s)
- Peris Musitia
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
| | - Mwanamvua Boga
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
| | - Dorothy Oluoch
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
| | - Ane Haaland
- Institute of Health and Society, Faculty of Medicine, University of Oslo, Oslo, Norway
| | - Jacinta Nzinga
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
| | - Mike English
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
- Nuffield Department of Medicine, Oxford Centre for Global Health Research, Oxford, Oxford, UK
| | - Sassy Molyneux
- Health Service Unit, KEMRI Wellcome Trust Research Programme, Nairobi, Kenya
- Nuffield Department of Medicine, Oxford Centre for Global Health Research, Oxford, Oxford, UK
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Bamberger E, Bamberger P. Unacceptable behaviours between healthcare workers: just the tip of the patient safety iceberg. BMJ Qual Saf 2022; 31:638-641. [PMID: 35428683 DOI: 10.1136/bmjqs-2021-014157] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/05/2022] [Indexed: 11/04/2022]
Affiliation(s)
- Ellen Bamberger
- Technion Israel Institute of Technology The Ruth and Bruce Rappaport Faculty of Medicine, Haifa, Israel.,Pediatrics, Bnai Zion Medical Center, Haifa, Israel
| | - Peter Bamberger
- Coller School of Management, Tel Aviv University, Tel Aviv, Israel
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Dott C, Mamarelis G, Karam E, Bhan K, Akhtar K. Emotional Intelligence and Good Medical Practice: Is There a Relationship? Cureus 2022; 14:e23126. [PMID: 35425685 PMCID: PMC9004693 DOI: 10.7759/cureus.23126] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/13/2022] [Indexed: 11/05/2022] Open
Abstract
Emotional intelligence (EI) is defined as the ability to perceive and manage the emotions of oneself and others. Despite being one of the most highly used psychological terms in popular nomenclature, its understanding in the context of clinicians remains poor. There is a dearth of literature on this topic, and this submission examines the relationship between a clinicians' EI and the key domains of "Good Medical Practice" guidelines from the General Medical Council, United Kingdom. It aims to review and critically analyse the existing literature on EI and Good Medical Practice while attempting to establish a relationship between the two. This submission thus examines the relationship between emotional intelligence and a clinician's on-the-job performance. The findings demonstrate how emotional intelligence can aid the clinician in all aspects of their working life in the context of practising in line with General Medical Council (GMC) guidance. The authors also recommend exploring the possibility of inclusion of EI within a modern medical curriculum, as it may lead to improved practice in clinicians.
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Affiliation(s)
- Cameron Dott
- Trauma & Orthopaedics, Royal London Hospital, London, GBR
| | | | - Edward Karam
- Trauma & Orthopaedics, Royal London Hospital, London, GBR
| | - Kavyansh Bhan
- Trauma & Orthopaedics, Whipps Cross University Hospital, London, GBR
| | - Kash Akhtar
- Trauma & Orthopaedics, Royal London Hospital, London, GBR
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Mao L, Huang L, Chen Q. Promoting resilience and lower stress in nurses and improving inpatient experience through emotional intelligence training in China: A randomized controlled trial. NURSE EDUCATION TODAY 2021; 107:105130. [PMID: 34543939 DOI: 10.1016/j.nedt.2021.105130] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 08/25/2021] [Accepted: 08/31/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Emotional intelligence training relieves stress and promotes resilience among nurses. Previous studies have not sufficiently explored the effect of emotional intelligence training among nurses on the experience of inpatients under their care. OBJECTIVE To explore the effects of emotional intelligence training on emotional intelligence, resilience, and perceived stress among nurses and examine how training affects inpatient experience. DESIGN Randomized controlled trial. SETTING A tertiary general hospital in Changsha, China. PARTICIPANTS A total of 103 nurses were randomly selected from 20 wards. METHODS The wards were randomized into two groups. The intervention group (n = 53 nurses) received emotional intelligence training in two phases: Phase I-system training phase, twice a week for one month; Phase II-a consolidated learning phase, once a week for 11 months. The control group (n = 50) received daily briefings in meetings between head nurses, which were held regularly to discuss specific problems. There was no emotional intelligence training conducted with the control group. Data were collected at baseline and after the intervention. RESULTS Emotional intelligence training improved emotional intelligence, resilience, and stress in the intervention group. The control group scored lower on the Wong and Law's Emotional Intelligence Scale and all subscales, showed stability in the scores on the Connor-Davidson Resilience Scale and its subscales, and very little change in stress scores. Repeated measures analysis of variance showed significantly greater beneficial changes in the intervention group on all but the optimism subscale. There were suggestive differences in the predicted direction between the emotional intelligence training wards and the control wards at post-test on the patient experience scale and the four subscales. CONCLUSION Our study suggests that emotional intelligence training improves emotional intelligence, resilience, and stress among nurses and leads to improvements in inpatient experience. Emotional intelligence training should be part of nurse education to improve the quality of care nurses provide and their ability to work without increased stress.
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Affiliation(s)
- Lian Mao
- Department of Nursing, The Third Xiangya Hospital, Central South University, Changsha, Hunan 410013, China.
| | - LingZhi Huang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital, Central South University, Changsha, Hunan 410011, China.
| | - QiongNi Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital, Central South University, Changsha, Hunan 410011, China.
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Jiménez-Picón N, Romero-Martín M, Ponce-Blandón JA, Ramirez-Baena L, Palomo-Lara JC, Gómez-Salgado J. The Relationship between Mindfulness and Emotional Intelligence as a Protective Factor for Healthcare Professionals: Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18105491. [PMID: 34065519 PMCID: PMC8161054 DOI: 10.3390/ijerph18105491] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Revised: 04/29/2021] [Accepted: 05/18/2021] [Indexed: 12/23/2022]
Abstract
Emotional intelligence is an essential trait and skill for healthcare professionals. Mindfulness meditation has proved to be effective in increasing the wellbeing of those who practice it, leading to better mental health, self-care and job satisfaction. This paper aims to identify the recent evidence on the relationship between mindfulness and emotional intelligence among healthcare professionals and students. A systematic review was conducted including the databases PubMed, Cinhal, PsycINFO and Web of Science. The main variables were emotional intelligence skills and mindfulness practice. Data were extracted according to the following outcomes: authors, year of publication, country, study design, participants, mindfulness training intervention, tools used in data collection and main results. The following inclusion criteria were applied: peer-reviewed articles; published in English or Spanish; published between 2010 and 2020; quantitative methodology; a study population of healthcare professionals or students; the relationship with the aim of the study. The Joanna Briggs Institute criteria were followed for assessing the methodological quality of the selected studies. Three researchers were involved in the review. After the selection process, 10 studies were selected out of the 197 references initially identified. These studies revealed a positive relationship between mindfulness and emotional intelligence, particularly the capacity to regulate emotions. Furthermore, mindfulness is negatively related to emotional exhaustion. Training interventions based on mindfulness have proved to be useful in promoting emotional balance, emotional awareness, emotional acceptance, emotion recognition, expressive suppression and a reduction in emotional exhaustion. This study could serve as a basis for further research on the benefits of emotional intelligence and practicing mindfulness for the bio-psycho-social welfare of healthcare professionals.
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Affiliation(s)
- Nerea Jiménez-Picón
- Centro Universitario de Enfermería Cruz Roja, University of Seville, 41009 Sevilla, Spain; (N.J.-P.); (J.A.P.-B.); (L.R.-B.); (J.C.P.-L.)
| | | | - José Antonio Ponce-Blandón
- Centro Universitario de Enfermería Cruz Roja, University of Seville, 41009 Sevilla, Spain; (N.J.-P.); (J.A.P.-B.); (L.R.-B.); (J.C.P.-L.)
| | - Lucia Ramirez-Baena
- Centro Universitario de Enfermería Cruz Roja, University of Seville, 41009 Sevilla, Spain; (N.J.-P.); (J.A.P.-B.); (L.R.-B.); (J.C.P.-L.)
| | - Juan Carlos Palomo-Lara
- Centro Universitario de Enfermería Cruz Roja, University of Seville, 41009 Sevilla, Spain; (N.J.-P.); (J.A.P.-B.); (L.R.-B.); (J.C.P.-L.)
| | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain;
- Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil, Ecuador
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Associations among Stress, Anxiety, Depression, and Emotional Intelligence among Veterinary Medicine Students. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18083934. [PMID: 33918096 PMCID: PMC8070408 DOI: 10.3390/ijerph18083934] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 04/05/2021] [Accepted: 04/06/2021] [Indexed: 11/27/2022]
Abstract
Background: Veterinary students are faced with immense pressures and rigors during school. These pressures have contributed to elevated levels of stress, anxiety, and depression (SAD) among veterinary students relative to the general population. One proposed concept to help students combat SAD is that of emotional intelligence (EI). We explored the relationship between EI and SAD among veterinary students at a college in the Southeast United States. Methods: A cross-sectional study design was implemented among a convenience sample of 182 veterinary medical students. The survey instrument contained 56 items that elicited information about students’ demographics, perceived stress, anxiety, and depression, and emotional intelligence levels. Data analysis included univariate statistics, Pearson’s correlations, and multiple regression and independent samples t-tests. Results: The study revealed a statistically significant, negative correlation between EI levels and stress, anxiety, and depression. Additionally, a statistically significant, positive correlation was found between stress and anxiety as well as both stress and anxiety and depression. Multiple linear regression showed that EI was a statistically significant predictor of stress (b = −0.239, p < 0.001), anxiety (b = −0.044, p < 0.001), and depression (b = −0.063, p < 0.001), after controlling for sociodemographic variables. Students’ t-test results revealed a statistically significant mean difference in EI scores among students screening positive versus negative for depression, with students screening negative having a mean EI score of 10.81 points higher than students who screened positive for depression. Conclusion: There is a scientifically supported need for interventions in veterinary school to integrate EI into the veterinary medical curriculum and consider the EI levels of veterinary student candidates.
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Doyle NA, Davis RE, Quadri SSA, Mann JR, Sharma M, Wardrop RM, Nahar VK. Associations between stress, anxiety, depression, and emotional intelligence among osteopathic medical students. J Osteopath Med 2021; 121:125-133. [DOI: 10.1515/jom-2020-0171] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Abstract
Context
Stress, anxiety, and depression affect medical student populations at rates disproportionate to those of general student populations. Emotional intelligence (EI) has been suggested as a protective factor in association with psychological distress.
Objective
To explore the relationships between EI and stress, anxiety, and depression among a sample of US osteopathic medical students.
Methods
From February to March 2020, a convenience sample of medical students enrolled at an osteopathic medical school in the southeastern region of the United States were invited to complete a voluntary and anonymous 54-item online questionnaire that included sociodemographic items as well as validated and reliable scales assessing perceived stress, anxiety, depression, and EI. Univariate statistics were calculated to describe the participant characteristics and the study variables of interest. Pearson’s product-moment correlations were used to examine relationships between EI and study variables. Three multiple regression models were fitted to examine the relationship between EI and stress, anxiety, and depression, adjusting for sociodemographic factors exhibiting significant bivariate relationships with outcome variables. Dichotomous variables were created that were indicative of positive screens for potential depressive disorder or anxiety disorder. Independent-sample t-tests were used to determine the presence of a statistically significant difference in EI scores between positive screeners for depression and anxiety and their respective counterparts; an alpha level of 0.05 was set a priori to indicate statistical significance.
Results
In all, 268 medical students participated in this study, for a response rate of approximately 27%. Importantly, EI exhibited significant negative correlations with stress, anxiety, and depression (r=−0.384, p<0.001; r=−0.308, p<0.001; r=−0.286, p<0.001), respectively). Thus, high levels of stress, anxiety, and depression were observed in the sample. Significant relationships remained following covariate adjustment. Established cutoffs for anxiety and depression were used to classify positive and negative screens for these morbidities. Using these classifications, individuals screening positive for potential anxiety and depression exhibited significantly lower levels of EI than their counterparts showing subclinical symptoms (t=5.14, p<0.001 and t=3.58, p<0.001, respectively).
Conclusion
Our findings support the notion that higher levels of EI may potentially lead to increased well-being, limit psychological distress, improve patient care, and facilitate an ability to thrive in the medical field. We encourage continued study on the efficacy of EI training through intervention, measurement of EI in both academic and clinical settings as an indicator of those at risk for programmatic dropout or psychological distress, and consideration of EI training as an adjunct to the educational program curriculum.
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Affiliation(s)
- Nicole A. Doyle
- Department of Health, Human Performance and Recreation , Substance Use and Mental Health Laboratory, University of Arkansas , Fayetteville , USA
| | - Robert E. Davis
- Department of Health, Human Performance and Recreation , Substance Use and Mental Health Laboratory, University of Arkansas , Fayetteville , USA
| | - Syed Siraj A. Quadri
- The DeBusk College of Osteopathic Medicine at Lincoln Memorial University , Knoxville , Tennessee , USA
| | - Joshua R. Mann
- Department of Preventive Medicine in the School of Medicine and John D. Bower School of Population Health , University of Mississippi Medical Center , Jackson , USA
| | - Manoj Sharma
- Department of Environmental and Occupational Health in the School of Public Health , University of Nevada , Las Vegas , Nevada , USA
| | - Richard M. Wardrop
- Department of Medicine in the School of Medicine, University of Mississippi Medical Center , Jackson , USA
| | - Vinayak K. Nahar
- Department of Preventive Medicine in the School of Medicine and John D. Bower School of Population Health; and Department of Dermatology in the School of Medicine, University of Mississippi Medical Center , Jackson , USA
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Pionke JJ, Graham R. A Multidisciplinary Scoping Review of Literature Focused on Compassion, Empathy, Emotional Intelligence, or Mindfulness Behaviors and Working with the Public. JOURNAL OF LIBRARY ADMINISTRATION 2021. [DOI: 10.1080/01930826.2020.1853469] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
Affiliation(s)
- JJ Pionke
- Applied Health Sciences Librarian and Assistant Professor, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Rebecca Graham
- Instructional Design and Technology Librarian, McGill Library, Westminster College, New Wilmington, PA, USA
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12
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Affiliation(s)
- J. J. Pionke
- Assistant Professor and Applied Health Sciences Librarian, University Library, University of Illinois at Urbana-Champaign, Urbana, IL, USA
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Hoffmann JD, Ivcevic Z, Maliakkal N. Creative Thinking Strategies for Life: A Course for Professional Adults Using Art. JOURNAL OF CREATIVE BEHAVIOR 2018. [DOI: 10.1002/jocb.366] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Sterbenz JM, Chung KC. The Affordable Care Act and Its Effects on Physician Leadership: A Qualitative Systematic Review. Qual Manag Health Care 2018; 26:177-183. [PMID: 28991812 PMCID: PMC5659289 DOI: 10.1097/qmh.0000000000000146] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
OBJECTIVES The Affordable Care Act (ACA) shifted the focus in medical care from quantity to quality. This qualitative systematic review aimed to determine the key skills necessary for effective physician leaders after the implementation of the ACA, and to compare them with key skills identified prior to its implementation. METHODS A qualitative systematic review was conducted. A systematic literature search on leadership skills for physicians returned 26 articles published between 2009 and 2016. Thematic analysis was used to categorize the data presented in each article. The results from the thematic analysis were then compared with a similar article published before the implementation of the ACA. RESULTS Teamwork and team-building, communication, and self-awareness skills were mentioned most often. The percentage of articles mentioning teamwork and team-building skills (61.5%) was significantly greater than the percentage (25%) reported before the implementation of the ACA (P ≤ .04). CONCLUSION With the shift toward quality of patient care, health care workers at all levels should strive to work as a team to provide the best quality of care at all stages of patient care.
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Affiliation(s)
- Jennifer M. Sterbenz
- Research Associate, Section of Plastic Surgery, Department of Surgery, The University of Michigan Medical School, Ann Arbor, MI
| | - Kevin C. Chung
- Professor of Surgery, Section of Plastic Surgery, Assistant Dean for Faculty Affairs, The University of Michigan Medical School, Ann Arbor, MI
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Nightingale S, Spiby H, Sheen K, Slade P. The impact of emotional intelligence in health care professionals on caring behaviour towards patients in clinical and long-term care settings: Findings from an integrative review. Int J Nurs Stud 2018; 80:106-117. [PMID: 29407344 DOI: 10.1016/j.ijnurstu.2018.01.006] [Citation(s) in RCA: 68] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2017] [Revised: 01/04/2018] [Accepted: 01/08/2018] [Indexed: 12/30/2022]
Abstract
BACKGROUND Over recent years there has been criticism within the United Kingdom's health service regarding a lack of care and compassion, resulting in adverse outcomes for patients. The impact of emotional intelligence in staff on patient health care outcomes has been recently highlighted. Many recruiters now assess emotional intelligence as part of their selection process for health care staff. However, it has been argued that the importance of emotional intelligence in health care has been overestimated. OBJECTIVES To explore relationships between emotional intelligence in health care professionals, and caring behaviour. To further explore any additional factors related to emotional intelligence that may impact upon caring behaviour. DESIGN An integrative review design was used. DATA SOURCES Psychinfo, Medline, CINAHL Plus, Social Sciences Citation Index, Science Citation Index, and Scopus were searched for studies from 1995 to April 2017. REVIEW METHODS Studies providing quantitative or qualitative exploration of how any healthcare professionals' emotional intelligence is linked to caring in healthcare settings were selected. RESULTS Twenty two studies fulfilled the inclusion criteria. Three main types of health care professional were identified: nurses, nurse leaders, and physicians. Results indicated that the emotional intelligence of nurses was related to both physical and emotional caring, but emotional intelligence may be less relevant for nurse leaders and physicians. Age, experience, burnout, and job satisfaction may also be relevant factors for both caring and emotional intelligence. CONCLUSIONS This review provides evidence that developing emotional intelligence in nurses may positively impact upon certain caring behaviours, and that there may be differences within groups that warrant further investigation. Understanding more about which aspects of emotional intelligence are most relevant for intervention is important, and directions for further large scale research have been identified.
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