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Mosleh SM, Alsaadi FA, Alnaqbi FK, Alkhzaimi MA, Alnaqbi SW, Alsereidi WM. Examining the association between emotional intelligence and chatbot utilization in education: A cross-sectional examination of undergraduate students in the UAE. Heliyon 2024; 10:e31952. [PMID: 38868023 PMCID: PMC11168313 DOI: 10.1016/j.heliyon.2024.e31952] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2024] [Revised: 04/21/2024] [Accepted: 05/24/2024] [Indexed: 06/14/2024] Open
Abstract
Background While Emotional Intelligence (EI) demonstrably affects academic success, literature lacks exploration of how implementing chatbot in education might influence both academic performance and students' emotional intelligence, despite the evident potential of such technology. Aim To investigate the associations between Emotional Intelligence (EI), chatbot utilization among undergraduate students. Methods A cross-sectional approach was employed, utilizing a convenience sample of 529 undergraduate students recruited through online questionnaires. The participants completed the Trait Emotional Intelligence Questionnaire and modified and a modified versions of the unified theory of acceptance and use of technology (UTAUT) model. Results of the 529 participants, 83.6 % (n = 440) of participants regularly used chatbot for learning. Students demonstrated a moderate average EI score (129.60 ± 50.15) and an exceptionally high score (89.61 ± 20.70) for chatbot acceptance and usage. A statistically significant (p < 0.001) positive correlation was found between chatbot usage frequency and EI total score. Gender and major emerged as significant factors, with female students (p < 0.05) and health science students (p < 0.05) utilizing chatbot less compared to male and other major students, respectively. A negative correlation (r = -0.111, p = 0.011) was observed between study hours and chatbot usage, suggesting students with higher study hours relied less on chatbot. Conclusions The positive correlation between chatbot use and EI in this study sparks promising avenues for enhancing the learning experience. By investing in further research to understand this link and integrate AI tools thoughtfully, policymakers and educators can cultivate a learning environment that prioritizes both academic excellence and student well-being, reflecting the values and perspectives of UAE culture.
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Affiliation(s)
- Sultan M. Mosleh
- Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates
- Faculty of Nursing, Mutah University, Karak, Jordan
| | - Fton Ali Alsaadi
- Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates
| | - Fatima Khamis Alnaqbi
- Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates
| | | | - Shamma Waleed Alnaqbi
- Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates
| | - Waed Mohammed Alsereidi
- Health Science Division, Higher Colleges of Technology, Fujairah, PO Box 1626, United Arab Emirates
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Luciani M, Ardenghi S, Rampoldi G, Russo S, Bani M, Strepparava MG, Di Mauro S, Ausili D. Caring for nursing students is caring for patients: A multicentre cross-sectional study on the relationship between nursing students' caring and the perception of instructors' caring. NURSE EDUCATION TODAY 2024; 137:106154. [PMID: 38508021 DOI: 10.1016/j.nedt.2024.106154] [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: 11/25/2023] [Revised: 02/19/2024] [Accepted: 03/07/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Caring in nursing is a fundamental aspect, yet teaching and fostering caring behaviours in nursing students remain challenging. Clinical instructors play a crucial role in this process. OBJECTIVES The aims of this study were a) to describe nursing students' caring behaviours and perceptions of instructor caring, b) to assess sex-related and year of course differences in students' caring behaviours and perceptions of nursing caring, and c) to investigate the association between nursing students' caring and their perception of instructors' caring. DESIGN A multi-centre, cross-sectional observational study was conducted. SETTING The study involved undergraduate nursing students from four teaching hospitals of a university in Northern Italy. PARTICIPANTS A total of 316 nursing undergraduate students participated in the study (83.9 % female, 16.1 % male, 23.1 % 1st year, 48.1 % 2nd year, 28.8 % 3rd year). METHODS Participants completed online self-reported surveys assessing caring behaviours, empathy, burnout, and perceptions of instructor caring. Caring behaviours, expressive and instrumental caring, were measured using the Caring Behaviour Inventory (CBI), and perceptions of instructor caring were assessed using the Nursing Students' Perceptions of Instructor Caring (NSPIC) questionnaire. RESULTS Students' caring behaviours were positively associated with their perceptions of instructor caring, particularly in relation to a supportive learning climate and instructor flexibility. Female students displayed higher scores in expressive caring, while students in their second and third years demonstrated increased instrumental caring behaviours. Responding to Individual Needs was significantly lower in third-years students, compared to first- and second-year ones. CONCLUSIONS This study emphasizes the crucial role of clinical instructors in shaping nursing students' caring attributes. However, the influence of sex on caring behaviours remains unclear, necessitating further investigation. These findings underscore the significance of nurturing caring behaviours in nursing education and offer insights for selecting, training, and supporting clinical instructors, to foster more compassionate and competent nurses.
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Affiliation(s)
- Michela Luciani
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Stefano Ardenghi
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy; Fondazione I.R.C.C.S. San Gerardo dei Tintori, Monza, Italy.
| | - Giulia Rampoldi
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Selena Russo
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Marco Bani
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Maria Grazia Strepparava
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy; Fondazione I.R.C.C.S. San Gerardo dei Tintori, Monza, Italy
| | - Stefania Di Mauro
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Davide Ausili
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
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Field-Richards SE, Aubeeluck A, Callaghan P, Keeley P, Redsell SA, Spiby H, Stacey G, Lymn JS. The impact of prior care experience on nursing students' compassionate values and behaviours: A mixed methods study. Int J Nurs Stud 2024; 153:104732. [PMID: 38493656 DOI: 10.1016/j.ijnurstu.2024.104732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 02/13/2024] [Accepted: 02/20/2024] [Indexed: 03/19/2024]
Abstract
BACKGROUND Compassion is critical to the provision of high-quality healthcare and is foregrounded internationally as an issue of contemporary concern. Paid care experience prior to nurse training has been suggested as a potential means of improving compassion, which has been characterised by the values and behaviours of care, compassion, competence, communication, courage, and commitment. There is however a dearth of evidence to support the effectiveness of prior care experience as a means of improving compassion in nursing. OBJECTIVE To explore the impact of paid prior care experience on the values and behaviours of pre-registration nursing students indicated as characterising compassionate care. DESIGN Longitudinal mixed methods design employing a modified concurrent triangulation strategy, comprising two work packages. Work package 1 was qualitative, and work package 2 adopted a concurrent embedded strategy with a dominant quantitative component. Research is reported in accordance with the Good Reporting of a Mixed Methods Study framework. SETTING(S) Three United Kingdom universities. PARTICIPANTS Pre-registration nursing students attending one of three universities, and individuals who had previously participated in a Health Education England paid prior care experience pilot. Participant numbers at time point 1 were questionnaires n = 220, telephone interviews n = 10, and focus groups n = 8. METHODS Work package 1 consisted of longitudinal semi-structured telephone interviews. Work package 2 comprised validated online questionnaires measuring emotional intelligence, compassion satisfaction and fatigue, resilience, psychological empowerment, and career commitment (as proxies of compassionate values and behaviours), and focus groups. Qualitative data were thematically analysed. Quantitative data were analysed via Analysis of Variance in SPSS v 26. RESULTS Qualitative findings suggest that prior care experience has both positive and negative effects on students' compassionate values and behaviours, however positive effects do not extend to qualification. No statistically significant differences were found in any of the quantitative outcome measures between participants with and without paid prior care experience. A statistically significant increase in compassion fatigue was identified in both groups of participants post-qualification. Paid prior care experience did not prevent participants from experiencing reality shock on becoming a student or on qualification. CONCLUSIONS There is insufficient evidence of longitudinal beneficial impact to recommend paid prior care experience as an effective intervention to foster nursing students' compassionate values and behaviours. These findings do not support mandating a period of paid care experience as a prerequisite for entry into nurse education. REGISTRATION N/A. Tweetable abstract Insufficient evidence of longitudinal beneficial impact to recommend prior care experience as an effective intervention to foster nursing student compassion @PriorCareExp @Sarah_F_R.
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Affiliation(s)
| | - Aimee Aubeeluck
- School of Health Sciences, University of Nottingham, Nottingham, UK. https://twitter.com/aimee_aubeeluck
| | - Patrick Callaghan
- School of Applied Sciences, London South Bank University, London, UK. https://twitter.com/profmanpat
| | - Philip Keeley
- School of Nursing and Midwifery, Keele University, Keele, UK.
| | - Sarah Anne Redsell
- School of Health Sciences, University of Nottingham, Nottingham, UK. https://twitter.com/SarahRedsell
| | - Helen Spiby
- School of Health Sciences, University of Nottingham, Nottingham, UK.
| | - Gemma Stacey
- Florence Nightingale Foundation, London, UK. https://twitter.com/GemmaStacey10
| | - Joanne S Lymn
- School of Health Sciences, University of Nottingham, Nottingham, UK. https://twitter.com/JoanneLymn
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Entrata P, Nicomedes CJ. Emotional intelligence and perceived social support as predictors of psychological well-being among nurses in hospitals in metro manila: Basis for psychological wellness program. Arch Psychiatr Nurs 2024; 49:140-148. [PMID: 38734450 DOI: 10.1016/j.apnu.2024.02.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 01/28/2024] [Accepted: 02/22/2024] [Indexed: 05/13/2024]
Abstract
An important factor related to psychological well-being is emotional intelligence and perceived social support. Nurses are exposed to different stressors that are triggered by failing to meet personal needs, taking care of patients, heavy workloads, being exposed to dying patients, fear of committing errors in practice, and experiences of discrimination. Literature suggests that emotional intelligence and perceived social support are associated with psychological well-being. This study aimed to test whether emotional intelligence and perceived social support significantly predict psychological well-being among nurses working in hospitals in Metro Manila through multiple regression analysis. The result shows a high level of emotional intelligence and perceived social support among the respondents. Furthermore, it was also found that nurses have an average level of psychological well-being. There is also a positive relationship between the domains of emotional intelligence, perceived social support, and psychological well-being. Lastly, the results show that the domains of emotional intelligence and perceived social support significantly predict psychological well-being among nurses.
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Mayor-Silva LI, Del Gallego-Lastra R, Meneses-Monroy A, Hernández-Martín MM, Álvarez-Méndez AM, Romero-Saldaña M, Moreno G. A scale for assessing nursing students' emotional competence: A validation study. NURSE EDUCATION TODAY 2024; 133:106046. [PMID: 38007985 DOI: 10.1016/j.nedt.2023.106046] [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: 07/18/2023] [Revised: 10/10/2023] [Accepted: 11/13/2023] [Indexed: 11/28/2023]
Abstract
BACKGROUND The wellbeing of nursing professionals can be affected by emotionally challenging situations. Emotional intelligence (EI) is a recognised ability to manage stress, reduce work overload, and improve clinical relationships and decision making. Therefore, these emotional skills should be identified and developed throughout nursing education. OBJECTIVES The aim of this study is to create an observer-based emotional measurement tool to assess the level of emotional skills in university students. DESIGN This is a cross-sectional study. SETTING Complutense University in Madrid, Spain. PARTICIPANTS A total of 415 first- and fourth-year nursing students participated. METHODS The Situational Emotional Response Scale (ERES) is a questionnaire for observing emotional competence in nursing practice. It underwent content validation using the Delphi method with 6 experts, resulting in a final version of 34 items. Focus group sessions were conducted with nursing students to ensure readability and appropriateness. Participants completed the ERES after viewing two clinical interaction videos, resulting in two sets of responses. Half of the responses were used for exploratory factor analysis (EFA) and half for confirmatory factor analysis (CFA). RESULTS A total of 415 nursing students participated in the study. Four factors were extracted, explaining 55.1 % of the variance. The CFA was conducted with 208 students, yielding a total of 4 factors and a variance of 55.1 %. The internal consistency of the scale was high, with Cronbach's α and McDonald's ω coefficients of 0.947 and 0.949, respectively. Test-retest reliability showed a moderate intra-class correlation coefficient of 0.604 (95 % CI: 0.503-0.688) over a 15-day interval. CONCLUSIONS The ERES questionnaire is well grounded in the theoretical framework of emotional competence as manifested in clinical practice. The empirical evidence provided by this study suggests that the ERES is a reliable, valid, useful, and innovative instrument for measuring emotional competence in university students.
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Affiliation(s)
- L Iván Mayor-Silva
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Ramón Del Gallego-Lastra
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Alfonso Meneses-Monroy
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain.
| | - Marta M Hernández-Martín
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain; Gregorio Marañón Health Research Institute (IiSGM), Madrid, Spain
| | - Ana M Álvarez-Méndez
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Manuel Romero-Saldaña
- GA 16 Estilos de vida, innovación y salud. Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Department of Nursing, Pharmacology and Physiotherapy, University of Córdoba, Córdoba, Spain
| | - Guillermo Moreno
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain; Grupo de Investigación Cardiovascular Multidisciplinar Traslacional (GICMT), Hospital 12 de Octubre Health Research Institute (imas12), Madrid, Spain
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Bsharat F. Relationship Between Emotional Intelligence and Self-Esteem among Nursing Students. SAGE Open Nurs 2024; 10:23779608241252248. [PMID: 38693934 PMCID: PMC11062226 DOI: 10.1177/23779608241252248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2023] [Revised: 04/07/2024] [Accepted: 04/15/2024] [Indexed: 05/03/2024] Open
Abstract
Introduction Nursing students must be able to detect the standpoints and demands of various sorts of individuals, as well as be competent in taking into account individual emotional reactions, self-confidence, stress management, and social role promotion. Objective The purpose of this study was to assess the relationship between emotional intelligence and self-esteem among fourth-year nursing students. Methods The study was a cross-sectional study. Data were collected from 225 nursing students through a convenience sampling method in spring 2023 at Arab American University. The instruments of the study included "Schutte Self Report Emotional Intelligence Test" and the "Rosenberg self-esteem scale." Results The analysis indicated that the emotional intelligence mean was 151.3 ± 1.9 (ranging from 33 to 165), which is high. Also, the analysis indicated that the self-esteem of the nursing students was high 24.3 ± 3.5 (ranging from 0 to 30). Furthermore, the analysis showed that there was a moderately positive relationship between nurses' emotional intelligence and self-esteem. Conclusion The emotional intelligence and self-esteem among fourth-year nursing students were high. Also, self-esteem was found to have a moderately positive relationship with emotional intelligence and utilizing emotions.
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Affiliation(s)
- Fekry Bsharat
- Faculty of Nursing, Arab American University, Jenin, Palestine
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Abouhasera S, Abu-Madi M, Al-Hamdani M, Abdallah AM. Exploring Emotional Intelligence and Sociodemographics in Higher Education; the Imperative for Skills and Curriculum Development. Behav Sci (Basel) 2023; 13:911. [PMID: 37998658 PMCID: PMC10669286 DOI: 10.3390/bs13110911] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Revised: 10/25/2023] [Accepted: 10/26/2023] [Indexed: 11/25/2023] Open
Abstract
There is increasing interest in understanding the nature and impact of emotional intelligence (EI) in educational institutions and the workplace since EI is associated with academic performance, career success, job satisfaction, and management skills. Here we measured EI levels in students and employees at Qatar University and examined associations with sociodemographic variables. This cross-sectional study used the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF) questionnaire to quantify EI. Of 517 respondents, 315 were students and 202 were employees. The mean global EI level across all participants was 4.80 ± 0.78, with EI highest in the well-being domain (5.43 ± 1.04). Overall, older respondents had higher EI than younger respondents. There was no significant effect of gender, marital status, or employment position on EI. However, there were significant two- and three-way interactions. As a standalone variable, age was the most important factor influencing EI development in our cohort. However, three-way interactions revealed complex effects between age, gender, and marital status and EI. Our findings support a need for workshops on EI for employees and integrating dedicated courses into existing curricula to equip students with effective interpersonal relationship skills that foster EI development. Developing such interpersonal skills could help to promote personal, professional, and academic success.
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Affiliation(s)
- Sanaa Abouhasera
- Department of Biomedical Sciences, College of Health Sciences, QU Health, Qatar University, Doha 2713, Qatar; (S.A.); (M.A.-M.)
- Division of Transfusion Medicine, Hamad Medical Corporation, Doha 3050, Qatar
| | - Marawan Abu-Madi
- Department of Biomedical Sciences, College of Health Sciences, QU Health, Qatar University, Doha 2713, Qatar; (S.A.); (M.A.-M.)
| | - Mohammed Al-Hamdani
- Department of Public Health, College of Health Sciences, QU Health, Qatar University, Doha 2713, Qatar;
| | - Atiyeh M. Abdallah
- Department of Biomedical Sciences, College of Health Sciences, QU Health, Qatar University, Doha 2713, Qatar; (S.A.); (M.A.-M.)
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Almansour AM. The level of emotional intelligence among Saudi nursing students: A cross-sectional study. BELITUNG NURSING JOURNAL 2023; 9:471-477. [PMID: 37901375 PMCID: PMC10600711 DOI: 10.33546/bnj.2794] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2023] [Revised: 08/07/2023] [Accepted: 09/11/2023] [Indexed: 10/31/2023] Open
Abstract
Background Emotional intelligence is an individual's capacity to comprehend, use, and control their own emotions to communicate and connect with people successfully. The emotional intelligence level among nursing students indicates their ability to regulate their emotions, possess self-awareness, demonstrate empathy, have motivation, and display social skills, impacting how they adapt during their education and preparation for nursing care. However, studies investigating emotional intelligence in the Saudi Arabian context are scarce. Objective This study aimed to evaluate the degree of emotional intelligence and its differences according to sociodemographic variables among nursing students in Saudi Arabia. Methods A cross-sectional study was undertaken with 322 nursing students conveniently selected at Majmaah University, Saudi Arabia. Data were collected between May and June 2023 utilizing the Schutte Self-Report Emotional Intelligence Test (SSEIT). Descriptive statistics, such as mean, standard deviation, frequency, and percentage, independent t-test, and one-way ANOVA were used for data analysis. Results Most of the students had emotional intelligence levels ranging from moderate to high (96.6%). There were significant differences in emotional intelligence levels according to the age of students, gender, year of study, marital status, mother's education, physical and psychological health, and grade point average (p <0.05). Conclusion The study findings may offer valuable insights for nursing educators in universities, emphasizing the importance of enhancing emotional intelligence and integrating it into nursing curricula. Additionally, it highlights the need to develop effective strategies and training sessions and workshops according to sociodemographic factors to enhance emotional intelligence levels among nursing students.
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Affiliation(s)
- Ahmed Mansour Almansour
- Department of Nursing, College of Applied Medical Sciences, Majmaah University, Al-Majmaah 11952, Saudi Arabia
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Alinejad V, Parizad N, Almasi L, Cheraghi R, Piran M. Evaluation of occupational stress and job performance in Iranian nurses: the mediating effect of moral and emotional intelligence. BMC Psychiatry 2023; 23:769. [PMID: 37865748 PMCID: PMC10589938 DOI: 10.1186/s12888-023-05277-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/15/2023] [Accepted: 10/12/2023] [Indexed: 10/23/2023] Open
Abstract
BACKGROUND Nurses' Job performance could be affected by occupational stress. Previous studies reported contradictory results in this regard. Factors such as moral and emotional intelligence could impact occupational stress. However, the extent of any mediating effect is unclear. Thus, this study aimed to determine the effect of occupational stress on nurses' Job performance and the mediating impact of moral and emotional intelligence. METHODS This cross-sectional study was conducted in Urmia teaching hospitals (Imam Khomeini, Motahari, Taleghani, Kosar, and Seyed al-Shohada Hospitals). Six hundred twenty-one nurses were selected using quota sampling from February 2022 to April 2022. Data were collected using demographic questionnaires, the Nursing Stress Scale, Paterson's Job Performance Questionnaire, Siberia Schering's Emotional Intelligence Standard Questionnaire, and Lennik and Keil's Moral Intelligence Questionnaire. Data were analyzed using SPSS ver. 23 and SmartPLS ver. 2. RESULTS Occupational stress had a positive, direct, and minor effect on nurses' job performance (β = 0.088, t-value = 2.245, p < 0.01). Occupational stress had a positive and direct impact on moral intelligence (β = 0.161, t-value = 2.945, p < 0.01) and a negative and direct effect on emotional intelligence (β = -0.351, t-value = 7.484, p < 0.01). Occupational stress negatively and indirectly affected job performance through moral intelligence (β =-0.560, t-value = 14.773, p < 0.01). Occupational stress also positively and indirectly impacted job performance through emotional intelligence (β = 0.098, t-value = 2.177, p < 0.01). CONCLUSIONS Occupational stress slightly affects nurses' job performance, and emotional and moral intelligence mediates the impact of occupational stress and improves nurses' job performance. Low occupational stress improves nurses' job performance, but too much occupational stress could harm nurses' job performance. Healthcare administrators should work to help reduce nurses' occupational stress and improve their job performance by adopting practical strategies to help nurses manage and control their stress. Holding stress reduction classes, eliminating the nursing shortage, reducing working hours, reducing workload, and providing financial and spiritual support to nurses would be recommended. It is also recommended to provide theoretical and practical emotional and moral intelligence-oriented courses for nursing students and hold training workshops for nurses to improve their emotional and moral intelligence.
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Affiliation(s)
- Vahid Alinejad
- Department of Biostatistics, School of Medicine, Urmia University of Medical Sciences, Urmia, Iran
| | - Naser Parizad
- Patient Safety Research Center, Clinical Research Institute, School of Nursing & Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Laleh Almasi
- Department of Medical-Surgical Nursing, School of Nursing & Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Rozita Cheraghi
- Department of Medical-Surgical Nursing, School of Nursing & Midwifery, Urmia University of Medical Sciences, Urmia, Iran
| | - Mehri Piran
- Imam Khomeini Hospital, Urmia University of Medical Sciences, Urmia, Urmia, Iran
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Rodríguez-Leal L, González-Hervías R, Silva LIM, Rodríguez-Gallego I, Saldaña MR, Montesinos JVB. Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study. NURSE EDUCATION TODAY 2023; 124:105753. [PMID: 36841193 DOI: 10.1016/j.nedt.2023.105753] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Revised: 01/23/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. OBJECTIVES To study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DESIGN A multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. PARTICIPANTS 377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. METHODS Sociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. RESULTS The study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. CONCLUSIONS This study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.
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Affiliation(s)
- Leyre Rodríguez-Leal
- Red Cross Nursing University College, Madrid, Autonomous University of Madrid, Spain.
| | | | - Luis Iván Mayor Silva
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Spain
| | | | - Manuel Romero Saldaña
- Departamento de Enfermería, Farmacología y Fisioterapia. Facultad de Medicina y Enfermería, Universidad de Córdoba, Spain
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Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
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Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
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Deng X, Chen S, Li X, Tan C, Li W, Zhong C, Mei R, Ye M. Gender differences in empathy, emotional intelligence and problem-solving ability among nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2023; 120:105649. [PMID: 36435156 DOI: 10.1016/j.nedt.2022.105649] [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: 04/18/2022] [Revised: 11/06/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Empathy, emotional intelligence (EI) and problem-solving ability are three important characteristics that influence effective communication in clinical practice. Previous studies have not adequately explored the specific relationships between these three abilities and their gender differences among nursing students. OBJECTIVE We sought to investigate the current state of emotional intelligence, empathy, and problem-solving ability in nursing students and to identify whether gender differences affect these three characteristics and how gender differences can be used to educate nurses on empathy. DESIGN We conducted a cross-sectional survey. PARTICIPANTS A total of 993 nursing students from two grade A tertiary hospitals in Hunan, China participated in this study. METHODS Data were collected using the Empathy of Clinical Nurse Scale (ENCS), Emotional Intelligence Scale of Clinical Junior Nurses (EIS) and Social Problem-Solving Inventory (SPSI). Data were analyzed using an independent samples t-test, Pearson correlation and hierarchical multiple linear regression. RESULTS There was no significant difference in the ENCS and SPSI scores between male and female nursing students, but male nursing students had lower EIS scores (P < 0.05). A significant association was found between ENCS, EIS and SPSI on most dimensions among female nursing students, but no significant association was found between ENCS and EIS for total scores among males. We found that problem-solving ability was the most important factor affecting the variation in empathy for both male and female nursing students through hierarchical multiple regression analysis. CONCLUSIONS Gender differences are reflected not only in the level of emotional intelligence but also in the relationships between emotional intelligence, empathy, and problem-solving ability. Nursing educators should be aware of how gender differences can affect these three traits; this is particularly important for teaching based on students' aptitudes.
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Affiliation(s)
- Xianjiao Deng
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Shihao Chen
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
| | - Xuting Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
| | - Chuxia Tan
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Wei Li
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
| | - Chenxi Zhong
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Ranran Mei
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China.
| | - Man Ye
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China; Xiangya Nursing School of Central South University, Changsha, Hunan 410013, China; Department of Thoracic Surgery, The Second Xiangya Hospital of Central South University, Changsha, Hunan 410011, China.
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Field-Richards SE, Aubeeluck A, Callaghan P, Keeley P, Redsell SA, Spiby H, Stacey G, Lymn JS. The impact of care experience prior to commencing pre-registration nurse education and training: A scoping review. NURSE EDUCATION TODAY 2023; 120:105625. [PMID: 36427453 DOI: 10.1016/j.nedt.2022.105625] [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: 05/04/2022] [Revised: 10/17/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Compassion in nursing and interventions to support it are of international relevance and concern. Prior care experience as a prerequisite for entry into pre-registration nurse education is suggested as a means of improving compassion. The impact of prior care experience has not been comprehensively reviewed, therefore the potential effectiveness of prior care experience as a means of improving compassion is unknown. The scoping review question was 'What is known about the impact of care experience prior to commencing pre-registration nurse education and training?' The primary objective was to scope and synthesise existing literature relating to the topic and ascertain key themes pertaining to impact. A secondary objective was to appraise literature, to contextualise findings and assess the state and stage of knowledge and research in the area. DESIGN The review was guided by Arksey and O'Malley's methodological framework and is reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist. DATA SOURCES Health sciences databases CINAHL, Medline and PubMed. METHODS Databases were searched in February 2019, updated August 2021. Data (study characteristics, findings, methodological observations) were extracted from papers meeting inclusion criteria (including peer-reviewed empirical papers with English language, electronic full-text available) and findings thematically analysed. RESULTS Forty-five papers from 14 countries were included. The majority (64.4 %) were published in Europe (31.1 % in the United Kingdom) between 2010 and 2021 (69 %), 60 % from 2013. Four qualitative themes (compassionate care, commitment, competence and communication) describe the impact of prior care experience, which was variable. CONCLUSIONS Evidence to support the effectiveness of prior care experience as a prerequisite for entry into nurse education to improve compassion, is inconsistent and insufficient. The literature displays methodological limitations and conclusions should be interpreted in light of these caveats. Recommendations are made for future research, to improve quality and comparability.
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Affiliation(s)
- Sarah E Field-Richards
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland.
| | - Aimee Aubeeluck
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Patrick Callaghan
- School of Applied Sciences, London South Bank University, United Kingdom of Great Britain and Northern Ireland
| | - Philip Keeley
- School of Nursing and Midwifery, Keele University, United Kingdom of Great Britain and Northern Ireland
| | - Sarah A Redsell
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Helen Spiby
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Gemma Stacey
- Florence Nightingale Foundation, London, United Kingdom of Great Britain and Northern Ireland
| | - Joanne S Lymn
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
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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.
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Wang CY, Lin YK, Chen IH, Wang CS, Peters K, Lin SH. Mediating effect of job performance between emotional intelligence and turnover intentions among hospital nurses during the COVID-19 pandemic: a path analysis. Collegian 2022; 30:247-253. [PMID: 36156900 PMCID: PMC9482836 DOI: 10.1016/j.colegn.2022.09.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2022] [Revised: 08/30/2022] [Accepted: 09/11/2022] [Indexed: 11/21/2022]
Abstract
Background Nursing shortages are a persistent and concerning problem for the nursing workforce worldwide. However, the COVID-19 pandemic has brought additional stressors and workloads and has worsened nursing shortages. Aim To investigate interrelationships among emotional intelligence, job performance, and turnover intentions of nurses during the coronavirus disease 2019 (COVID-19) pandemic, and explore the mediating effect of job performance between emotional intelligence and turnover intentions. Methods A cross-sectional survey was conducted. In total, 673 nurses working in a medical centre hospital in northern Taiwan were recruited from November 2020 to April 2021. An anonymous questionnaire was used in this survey. Data were collected using a seven-item turnover intention scale, a 16-item emotional intelligence scale, a 24-item job performance scale, and demographic questions. A path analysis was performed. This study was based on STROBE guidelines. Findings Statistically significant correlations between turnover intentions and emotional intelligence (r = −0.10, p = 0.012), between turnover intentions and job performance (r = −0.13, p = 0.002), and between emotional intelligence and job performance (r = 0.54, p < 0.001) were detected. Model fit indices were adequate. Job performance had a significant indirect effect between emotional intelligence and turnover intentions (β = −0.16, p = 0.011). Discussion It was found that job performance was a mediator between emotional intelligence and turnover intentions during the pandemic. The study results support the need to continue to create healthy work environments. Conclusion These results can assist hospitals in developing specific evidence-based interventions such as showing appreciation and providing acknowledgments to reduce turnover of their nurses during the COVID-19 pandemic.
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Affiliation(s)
- Chin-Yun Wang
- MS, RN, Department of Nursing, Wan Fang Hospital, Taipei Medical University; Center for Nursing and Healthcare Research in Clinical Practice Application, Wan Fang Hospital, Taipei Medical University, School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei 11031, Taiwan
| | - Yen-Kuang Lin
- PhD, Graduate Institute of Athletics and Coaching Science, National Taiwan Sport University, 250 Wenhua 1st Rd., Guishan, Taoyuan 33301, Taiwan
| | - I-Hui Chen
- PhD, RN, Associate Professor, School of Nursing, College of Nursing, Taipei Medical University, 250 Wuxing Street, Taipei 11031, Taiwan
| | - Cai-Shih Wang
- RN, Operating Room, Neurosurgery, China Medical University Hospital, 2 Yude Rd., North Dist., Taichung 404, Taiwan
| | - Kath Peters
- PhD, RN, Professor, School of Nursing and Midwifery, Western Sydney University, New South Wales, Locked Bag 1797, Penrith NSW 2751, Australia
| | - Shu-Hui Lin
- BS, RN, Head nurse, Department of Nursing, Wan Fang Hospital, Taipei Medical University; Center for Nursing and Healthcare Research in Clinical Practice Application, Wan Fang Hospital, Taipei Medical University, 111 Xinglong Rd., Sec. 3, Wenshan Dist., Taipei 116076, Taiwan
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Dou S, Han C, Li C, Liu X, Gan W. Influence of emotional intelligence on the clinical ability of nursing interns: a structural equation model. BMC Nurs 2022; 21:149. [PMID: 35698185 PMCID: PMC9195213 DOI: 10.1186/s12912-022-00933-y] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2021] [Accepted: 06/02/2022] [Indexed: 11/15/2022] Open
Abstract
Background Internship is a critical period during which nursing students develop clinical skills and establish professional attitudes. Requirements for nursing interns are evolving with the development of medicine and the transformation of teaching models. The emotional intelligence (EI) of nursing students has an influence on their clinical performance. This study aimed to investigate the impact of EI on the clinical ability of nursing interns. Methods A cross-sectional observational study was designed to include nursing students interning in a tertiary hospital in Shanghai, China from April 1, 2019 to April 30, 2020 (N = 310). Chinese versions of the EI scale (EIS) and holistic clinical assessment tool (HCAT) were used to measure the EI and clinical ability of interns, respectively. Pearson’s correlation coefficient was utilized to determine the correlation between EI and clinical ability. Multiple linear regression analysis was performed to further explore the influence of EI on clinical ability, and the structural equation model (SEM) was used for multivariate path analysis. Results The mean EI and clinical ability scores of interns were 125.17 ± 14.98 and 97.91 ± 19.55, respectively, indicating an upper-moderate level in both aspects. EI scores were correlated positively with clinical ability ones (R = 0.534, p < 0.05). Multivariate path analysis showed that “managing emotions” and “facilitating thought” of EI branches have direct effects on clinical ability. Furthermore, the type of school, family financial state and the knowledge of EI indirectly influence clinical ability through their impact on “managing emotions” and “facilitating thought”. Conclusions EI is essential to enhancing the clinical ability of nursing students. EI training should focus on facilitating thought and managing emotions. It is also necessary for educators to consider the context of nursing students and the characteristics of schools. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00933-y.
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Affiliation(s)
- Shuangting Dou
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Chenyan Han
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
| | - Conghong Li
- Teaching and Research Department of Clinical Nursing, Shanghai Jiao Tong University School of Nursing, 227 South Chong Qing Road, Building 1, Room 209, Huangpu District, Shanghai, 200025, China.
| | - Xiaoxin Liu
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China.
| | - Wanling Gan
- Department of Nursing, Shanghai Chest Hospital, Shanghai Jiao Tong University, 241 Huai Hai West Road, Xuhui District, Shanghai, 200030, China
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Issa MR, Muslim NA, Alzoubi RH, Jarrar M, Alkahtani MA, Al-Bsheish M, Alumran A, Alomran AK. The Relationship between Emotional Intelligence and Pain Management Awareness among Nurses. Healthcare (Basel) 2022; 10:healthcare10061047. [PMID: 35742097 PMCID: PMC9222258 DOI: 10.3390/healthcare10061047] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 05/27/2022] [Accepted: 06/01/2022] [Indexed: 12/04/2022] Open
Abstract
Background: Pain management, a crucial part of nursing care, is considered one of the most basic patient rights. To properly treat patients’ pain, nurses need a high degree of pain management awareness (PMA). The researchers hypothesized that nurses’ pain management awareness is affected by their emotional intelligence (EI). Purpose: Because there is a dearth of studies on this topic, the purpose of this study was to describe the relationship between emotional intelligence and pain management awareness in a sample of nurses. Methods: The study employed a descriptive design with a quantitative approach to analyze data from a survey designed with the simple random sample technique. The questionnaires were completed by 330 nurses working at six governmental hospitals in Saudi Arabia. The Statistical Package for the Social Sciences (V23) and Analysis of Moment Structures (V23) were used to determine the reliability and validity of the questionnaires and analyze the causal relationships among the variables. Results: The results revealed a significant positive relationship between nurses’ emotional intelligence and their pain management awareness. Conclusions: These findings suggest that having emotional intelligence is an important nurse characteristic for effective pain management awareness and possibly the provision of pain management care. Clinical Implications: Hospital and nurse managers as well as administration should consider using the emotional intelligence variables utilized in this study to develop ways to improve pain management awareness among nurses. Such efforts may help improve hospital and patient outcomes related to pain management.
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Affiliation(s)
- Marwan Rasmi Issa
- Skills Development Training Center, King Saud Medical City, Riyadh 12746, Saudi Arabia;
- College of Graduate Studies (COGS), Universiti Tenaga Nasional (UNITEN), Putrajaya 43000, Malaysia;
- Correspondence: ; Tel.: +966-592328125
| | - Noor Awanis Muslim
- College of Graduate Studies (COGS), Universiti Tenaga Nasional (UNITEN), Putrajaya 43000, Malaysia;
| | - Raed Hussam Alzoubi
- Department of Administrative Sciences, Prince Hussein Bin Abdullah Academy for Civil Protection, AL Balqa Applied University, As-Salt 19117, Jordan;
| | - Mu’taman Jarrar
- Vice Deanship for Quality and Development, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia;
- Medical Education Department, King Fahd Hospital of the University, Al-Khobar 34445, Saudi Arabia
| | - Modhi A. Alkahtani
- Skills Development Training Center, King Saud Medical City, Riyadh 12746, Saudi Arabia;
| | - Mohammad Al-Bsheish
- Health Management Department, Batterjee Medical College, Jeddah 21442, Saudi Arabia;
| | - Arwa Alumran
- Health Information Management and Technology, College of Public Health, Imam Abdulrahman Bin Faisal University, Dammam 34212, Saudi Arabia;
| | - Ammar K. Alomran
- Department of Orthopedic, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam 31441, Saudi Arabia;
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Ergin E, Koçak Uyaroğlu A, Altınel B. Relationship Between Emotional Intelligence and Ethical Sensitivity in Turkish Nursing Students. JOURNAL OF BIOETHICAL INQUIRY 2022; 19:341-351. [PMID: 35522375 PMCID: PMC9073517 DOI: 10.1007/s11673-022-10188-6] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/06/2021] [Accepted: 01/10/2022] [Indexed: 06/14/2023]
Abstract
Providing effective care to patients and making the right decisions in difficult working environments depend on moral sensitivity. Emotional intelligence and ethical sensitivity affect nursing care. This study aimed to investigate the relationship between nursing students' emotional intelligence and ethical sensitivity levels. The research employed a descriptive-correlational design, 201 nursing students studying at a university in the Central Anatolia region, Turkey, participated in the study. Students' ethical sensitivity was found to be significant. The nursing students received the highest score in the "Interpersonal Orientation" sub-dimension of the Moral Sensitivity Scale, while their lowest score was observed in the "Experiencing ethical dilemma" sub-dimension. The SSREIT and MMSQSN total scores of the students who willingly chose the nursing department and loved their field were found to be higher. It was found that the ethical sensitivity of nursing students was at a significant level and gender, family type, having sibling(s) and perception of economic status affected the level of ethical sensitivity.
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Affiliation(s)
- Emine Ergin
- Department of Public Health Nursing, Faculty of Health Sciences, İstanbul Aydın University, İstanbul, Turkey
| | - Arzu Koçak Uyaroğlu
- Department of Psychiatric Nursing, Faculty of Nursing, Selcuk University, Konya, Turkey
| | - Büşra Altınel
- Department of Public Health Nursing, Faculty of Nursing, Selcuk University, Konya, Turkey
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Jiménez-Rodríguez D, Molero Jurado MDM, Pérez-Fuentes MDC, Arrogante O, Oropesa-Ruiz NF, Gázquez-Linares JJ. The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students. Healthcare (Basel) 2022; 10:healthcare10050866. [PMID: 35628003 PMCID: PMC9141638 DOI: 10.3390/healthcare10050866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Revised: 05/01/2022] [Accepted: 05/05/2022] [Indexed: 11/16/2022] Open
Abstract
There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.
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Affiliation(s)
- Diana Jiménez-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain
- Correspondence:
| | - María del Mar Molero Jurado
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - María del Carmen Pérez-Fuentes
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, 28003 Madrid, Spain;
| | - Nieves Fátima Oropesa-Ruiz
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
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Lou J, Chen H, Li R. Emotional Intelligence Scale for Male Nursing Students and Its Latent Regression on Gender and Background Variables. Healthcare (Basel) 2022; 10:healthcare10050814. [PMID: 35627951 PMCID: PMC9141584 DOI: 10.3390/healthcare10050814] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2022] [Revised: 04/26/2022] [Accepted: 04/26/2022] [Indexed: 02/01/2023] Open
Abstract
This study aimed to develop an emotional intelligence (EI) scale for male nursing students and investigate its associations with gender, age, religious beliefs, and father’s and mother’s education level. We recruited 384 male nursing students in Taiwan to construct an EI scale comprising 16 items with four factors: recognizing the emotions of others, emotional self-awareness, self-emotional expression, and self-emotional management. The scale had factor loadings of 0.64−0.80. The reliability coefficients for the subscales ranged from 0.80 to 0.84, while that for the total scale was 0.93. We also recruited 402 female nursing students for comparison. Latent multiple regression of the EI factors showed that male students had higher self-emotional expression but lower self-emotional management than females. Age was negatively associated with self-emotional management for both genders. Religious beliefs were negatively associated with emotional self-awareness in male students, and with recognizing the emotions of others in females. Father’s and mother’s education had no association with EI in male students; however, father’s education was positively associated with all EI factors in females, and mother’s education was negatively associated with recognizing the emotions of others and self-emotional expression. These results provide insight into male nursing students’ EI and the background variables influencing EI.
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Affiliation(s)
- Jiunnhorng Lou
- Department of Nursing, Hsin Sheng College of Medical Care and Management, Taoyuan 325004, Taiwan; (J.L.); (H.C.)
| | - Hsiaochi Chen
- Department of Nursing, Hsin Sheng College of Medical Care and Management, Taoyuan 325004, Taiwan; (J.L.); (H.C.)
| | - Renhau Li
- Clinical Psychological Room, Chung Shan Medical University Hospital, Taichung 40201, Taiwan
- Department of Psychology, Chung Shan Medical University, Taichung 40201, Taiwan
- Correspondence:
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Emotional intelligence of nurses caring for COVID-19 patients: A cross-sectional study. Arch Psychiatr Nurs 2022; 36:24-27. [PMID: 35094821 PMCID: PMC8570798 DOI: 10.1016/j.apnu.2021.10.011] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 08/24/2021] [Accepted: 10/29/2021] [Indexed: 11/29/2022]
Abstract
PURPOSE The aim of this study was to assess the emotional intelligence of nurses caring for COVID-19 patients. METHODS This was a descriptive cross-sectional study that was conducted from May to July 2020 in Tehran, Iran. Nurses caring for patients with COVID-19 were requested to fill in Bradbury and Graves's questionnaire online using a questionnaire in electronic format. RESULTS Finally 211 nurses completed the questionnaires. Most of the nurses were working in critical care wards and caring for critical patients (61.6). Nurses' emotional intelligence was reported to be 63.19 (8.22). In general, the nurses' emotional intelligence was moderate. Between the dimensions, self-awareness and self-management had the highest scores. Also, the lowest score was related to self-management. The ward type and complexity of care had no effect on the scores of emotional intelligence. Nurses caring for patients with moderate disease severity had a higher relationship management score than nurses caring for critically ill patients (P < 0.05). CONCLUSION The total score of emotional intelligence was moderate. Due to the continuation of the COVID-19 pandemic and the possibility of mental and physical fatigue of health care workers, improving emotional intelligence can be effective in resilience and stability of the psychological status of employees.
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Gelkop C, Kagan I, Rozani V. Are emotional intelligence and compassion associated with nursing safety and quality care? A cross-sectional investigation in pediatric settings. J Pediatr Nurs 2022; 62:e98-e102. [PMID: 34332822 DOI: 10.1016/j.pedn.2021.07.020] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/20/2021] [Revised: 04/29/2021] [Accepted: 07/22/2021] [Indexed: 12/30/2022]
Abstract
PURPOSE To assess and compare the perceptions of emotional intelligence, compassion, and safety and quality care held by parents of hospitalized children and nurses, and to examine the association between emotional intelligence, compassion, and safety and quality care among nurses. DESIGN AND METHODS This cross-sectional study comprised 80 parents whose children were hospitalized for at least three days, and 71 nurses who treated these children. The data were collected during April-June 2018 using a self-administered questionnaire addressing socio-demographic characteristics, safety and quality care in the ward, emotional intelligence, and compassion. A hierarchical multiple regression model was used to assess whether emotional intelligence and compassion could be associated with safety and quality care among pediatric nurses. RESULTS Parents considered the safety and quality care in the ward to be significantly (p = .003) higher (M = 4.23 ± 0.61) than did nurses (M = 3.97 ± 0.46). Compassion had a significant positive effect on safety and quality of care (β = 0.260; p = .041), while seniority in nursing had a significant negative effect on safety and quality care (β = -0.289;p = .021). Null effect was found between emotional intelligence and safety and quality care. CONCLUSION Compassionate care should be targeted to improve the safety and quality of nursing care delivered to children and their parents. PRACTICE IMPLICATIONS Nurse ward managers should promote procedures and guidelines concerning safety and quality care processes among older nurses. Specifically, we recommend nurse ward managers to leverage the results and dedicate efforts to continue to provide compassionate care in pediatric settings as an integral part of safety and quality care.
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Affiliation(s)
- Chani Gelkop
- Oncology Department, Schneider Children's Medical Center, Israel
| | - Ilya Kagan
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Violetta Rozani
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel.
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Prajapati V, Guha R, Routray A. Multimodal prediction of trait emotional intelligence-Through affective changes measured using non-contact based physiological measures. PLoS One 2021; 16:e0254335. [PMID: 34242354 PMCID: PMC8270480 DOI: 10.1371/journal.pone.0254335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2020] [Accepted: 06/25/2021] [Indexed: 11/19/2022] Open
Abstract
Inability to efficiently deal with emotionally laden situations, often leads to poor interpersonal interactions. This adversely affects the individual's psychological functioning. A higher trait emotional intelligence (EI) is not only associated with psychological wellbeing, educational attainment, and job-related success, but also with willingness to seek professional and non-professional help for personal-emotional problems, depression and suicidal ideation. Thus, it is important to identify low (EI) individuals who are more prone to mental health problems than their high EI counterparts, and give them the appropriate EI training, which will aid in preventing the onset of various mood related disorders. Since people may be unaware of their level of EI/emotional skills or may tend to fake responses in self-report questionnaires in high stake situations, a system that assesses EI using physiological measures can prove affective. We present a multimodal method for detecting the level of trait Emotional intelligence using non-contact based autonomic sensors. To our knowledge, this is the first work to predict emotional intelligence level from physiological/autonomic (cardiac and respiratory) response patterns to emotions. Trait EI of 50 users was measured using Schutte Self Report Emotional Intelligence Test (SSEIT) along with their cardiovascular and respiratory data, which was recorded using FMCW radar sensor both at baseline and while viewing affective movie clips. We first examine relationships between users' Trait EI scores and autonomic response and reactivity to the clips. Our analysis suggests a significant relationship between EI and autonomic response and reactivity. We finally attempt binary EI level detection using linear SVM. We also attempt to classify each sub factor of EI, namely-perception of emotion, managing own emotions, managing other's emotions, and utilization of emotions. The proposed method achieves an EI classification accuracy of 84%, while accuracies ranging from 58 to 76% is achieved for recognition of the sub factors. This is the first step towards identifying EI of an individual purely through physiological responses. Limitation and future directions are discussed.
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Affiliation(s)
- Vrinda Prajapati
- Advanced Technology Development Centre, Indian Institute of Technology Kharagpur, Kharagpur, West Bengal, India
| | - Rajlakshmi Guha
- Centre for Education Technology, Indian Institute of Technology Kharagpur, Kharagpur, West Bengal, India
| | - Aurobinda Routray
- Department of Electrical Engineering, Indian Institute of Technology Kharagpur, Kharagpur, West Bengal, India
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Marqués-Sánchez P, Liébana-Presa C, Benítez-Andrades JA, Gundín-Gallego R, Álvarez-Barrio L, Rodríguez-Gonzálvez P. Thermal Infrared Imaging to Evaluate Emotional Competences in Nursing Students: A First Approach through a Case Study. SENSORS 2020; 20:s20092502. [PMID: 32354094 PMCID: PMC7248891 DOI: 10.3390/s20092502] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/08/2020] [Revised: 04/25/2020] [Accepted: 04/27/2020] [Indexed: 12/18/2022]
Abstract
During university studies of nursing, it is important to develop emotional skills for their impact on academic performance and the quality of patient care. Thermography is a technology that could be applied during nursing training to evaluate emotional skills. The objective is to evaluate the effect of thermography as the tool for monitoring and improving emotional skills in student nurses through a case study. The student was subjected to different emotions. The stimuli applied were video and music. The process consisted of measuring the facial temperatures during each emotion and stimulus in three phases: acclimatization, stimulus, and response. Thermographic data acquisition was performed with an FLIR E6 camera. The analysis was complemented with the environmental data (temperature and humidity). With the video stimulus, the start and final forehead temperature from testing phases, showed a different behavior between the positive (joy: 34.5 °C-34.5 °C) and negative (anger: 36.1 °C-35.1 °C) emotions during the acclimatization phase, different from the increase experienced in the stimulus (joy: 34.7 °C-35.0 °C and anger: 35.0 °C-35.0 °C) and response phases (joy: 35.0 °C-35.0 °C and anger: 34.8 °C-35.0 °C). With the music stimulus, the emotions showed different patterns in each phase (joy: 34.2 °C-33.9 °C-33.4 °C and anger: 33.8 °C-33.4 °C-33.8 °C). Whenever the subject is exposed to a stimulus, there is a thermal bodily response. All of the facial areas follow a common thermal pattern in response to the stimulus, with the exception of the nose. Thermography is a technique suitable for the stimulation practices in emotional skills, given that it is non-invasive, it is quantifiable, and easy to access.
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Affiliation(s)
- Pilar Marqués-Sánchez
- SALBIS Research Group, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain;
| | - Cristina Liébana-Presa
- SALBIS Research Group, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain;
- Correspondence:
| | - José Alberto Benítez-Andrades
- SALBIS Research Group, Department of Electric, Systems and Automatics Engineering, University of León, 24071 León, Spain;
| | | | - Lorena Álvarez-Barrio
- Department of Nursing and Physiotherapy, Faculty of Health Sciences, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain;
| | - Pablo Rodríguez-Gonzálvez
- Department of Mining, Surveying and Structure, Campus of Ponferrada, University of León, 24401 Ponferrada, Spain;
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Romo-Barrientos C, Criado-Álvarez JJ, González-González J, Ubeda-Bañon I, Flores-Cuadrado A, Saiz-Sánchez D, Viñuela A, Martin-Conty JL, Simón T, Martinez-Marcos A, Mohedano-Moriano A. Anxiety levels among health sciences students during their first visit to the dissection room. BMC MEDICAL EDUCATION 2020; 20:109. [PMID: 32272926 PMCID: PMC7146885 DOI: 10.1186/s12909-020-02027-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/06/2019] [Accepted: 03/30/2020] [Indexed: 05/25/2023]
Abstract
BACKGROUND The teaching of human anatomy is often based on practices of cadaver dissection and prosected specimens. However, exposure to human cadavers might be stressful and anxiety-inducing for students. The aim of this study is to explore the degree of satisfaction and anxiety among first-year students in the Medicine, Occupational Therapy, Speech Therapy and Nursing programmes at the Universidad de Castilla-La Mancha (Spain) who are experiencing their first dissection/prosection practice to develop stress coping strategies. METHODS A total of 204 health sciences students participated in this study. The State-Trait Anxiety Inventory was used to evaluate anxiety. RESULTS 'State Anxiety' (SA) decreased significantly throughout the course (p < 0.05), from 20.7 ± 19.29 to 13.7 ± 11.65 points. Statistical differences (p < 0.05) in SA were found between the different health sciences, and pre-practice SA was significantly different from post-practice SA. The students with the highest pre-practice SA levels were nursing students (31.8 ± 33.7 points), but medical students had the highest post-practice SA levels (18.4 ± 12.82 points). CONCLUSIONS Although students were satisfied with dissection practices (96.8% of them recommended that the practices be retained for future courses), the experience can provoke stressful responses that must be addressed using advanced preparation and coping mechanisms, especially among medical and nursing students.
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Affiliation(s)
- Carmen Romo-Barrientos
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
| | - Juan José Criado-Álvarez
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Jaime González-González
- Integrated Care Management at Talavera de la Reina, Castilla-La Mancha Health Services, Talavera de la Reina, Toledo, Spain
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
| | - Isabel Ubeda-Bañon
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Flores-Cuadrado
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Daniel Saiz-Sánchez
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Antonio Viñuela
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Jose Luis Martin-Conty
- Department of Nursing, Physiotherapy and Occupational Therapy, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Teresa Simón
- Department of Psychology, School of Health Sciences, University of Castilla-La Mancha, Talavera de la Reina, Toledo, Spain
| | - Alino Martinez-Marcos
- Department of Medical Sciences, School of Medicine, Regional Centre for Biomedical Research, University of Castilla-La Mancha, Ciudad Real, Spain
| | - Alicia Mohedano-Moriano
- Department of Medical Sciences, School of Health Sciences, University of Castilla-La Mancha, Avenida Real Fábrica de las Sedas, s/n 45600 Talavera de la Reina, Toledo, Spain
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Sánchez Expósito J, Jiménez-Rodríguez D, Díaz Agea JL, Carrillo Izquierdo MD, Leal Costa C. Impact of Socio-Emotional Skills On The Performance of Clinical Nursing Practices. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2019-0064. [PMID: 31863699 DOI: 10.1515/ijnes-2019-0064] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Accepted: 10/22/2019] [Indexed: 11/15/2022]
Abstract
Aim To analyze the Socio-emotional (SE) skills of the students in the Nursing Degree, and their relationship with their clinical practice in hospital centers. Methods Cross-sectional descriptive study of a sample of 91 nursing students. SE skills were analyzed through self-administered questionnaires, and the clinical practices through the instrument "Clinical Practices Evaluation Notebook". Findings The students obtained medium and high scores in the SE skills and in the clinical practices. Most of the SE skills had a positive and statistically significant relationship (p < 0.05) between them. A relationship was observed between SE skills with performance in clinical practices, through a multiple linear regression. Discussion It is suggested that the development of the SE skills of the nursing students within the Nursing degree curriculum has an influence on their performance during their clinical practices. Conclusion The SE skills are a potential predictor of the performance of the nursing students in clinical practices.
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Emotional Intelligence, Sense of Coherence, Engagement and Coping: A Cross-Sectional Study of University Students’ Health. SUSTAINABILITY 2019. [DOI: 10.3390/su11246953] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
It is important to consider university settings as sustainable environments that promote student well-being. Our aim in this study was to determine how the variables of engagement, emotional intelligence, sense of coherence, and coping influence the health of students at a Spanish university. This was a descriptive, cross-sectional study. The instruments of measures administered were: The General Health Questionnaire, Trait Meta-Mood Scale, Uterch Work Engagement Scale, sense of coherence and brief coping scale to 463 students. The results showed that better-perceived health was associated with higher scores for dedication, vigor, clarity, repair, sense of coherence, active coping, positive reframing, and humor. Conversely, poorer perceived health was associated with higher scores for attention, instrumental support, self-distraction, venting, religion, denial, self-blaming, emotional support, and behavioral disengagement. In addition, the variables analyzed presented differences by sex. Our proposed predictive model of health and the associations between variables indicate the need to cultivate emotional skills, such as mood repair, a sense of coherence, and coping strategies, in order to promote student health. Facilitating students’ acquisition of knowledge and resources by analyzing these and other variables can contribute to individual well-being and help university students to cope with present and future academic challenges.
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Ishii S, Horikawa E. The Emotional Intelligence of Japanese Mental Health Nurses. Front Psychol 2019; 10:2004. [PMID: 31543853 PMCID: PMC6730259 DOI: 10.3389/fpsyg.2019.02004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2019] [Accepted: 08/16/2019] [Indexed: 11/13/2022] Open
Abstract
The aim of this study was to measure emotional intelligence in nurses in Japan, and to elucidate the characteristics of mental health nurses. Anonymous, self-administered questionnaires were distributed to 206 nurses working in three psychiatric hospitals and two internal medicine hospitals in Japan. The number of participants included in the analysis was 159 (valid response rate, 77.2%), of which 87 were mental health nurses. Emotional intelligence was measured using the Japanese version of the Wong and Law Emotional Intelligence Scale. In the analysis, the emotional intelligence of mental health nurses and internal medicine nurses was compared using a t-test. The results of a t-test comparing emotional intelligence scale scores between the mental health nurses and internal medicine nurses showed that the total mean score and Self-Emotions Appraisal score were significantly lower in mental health nurses than in internal medicine nurses. The self-awareness of mental health nurses was significantly lower than that of nurses in other fields (P < 0.001, Cohen’s d: 0.65). The results of this study provide a basis for future research on the emotional intelligence of nurses in Japan. Development of an emotional intelligence scale based on the characteristics of Japanese nurses will be important regarding nurses’ assessment of their own emotions and the emotions of others. The kinds of people nurses are involved with and the content of their support for others also need to be clarified.
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Affiliation(s)
| | - Etsuo Horikawa
- Research and Education Center for Comprehensive Community Medicine, Faculty of Medicine, Saga University, Saga, Japan
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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)
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30
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Fino E, Di Campli S, Patrignani G, Mazzetti M. The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study. J Adv Nurs 2019; 75:1462-1472. [DOI: 10.1111/jan.13936] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 10/22/2018] [Accepted: 11/22/2018] [Indexed: 01/28/2023]
Affiliation(s)
- Edita Fino
- Department of Experimental, Diagnostic and Specialty Medicine (DIMES) Alma Mater Studiorum ‐ University of Bologna Bologna Italy
| | - Serena Di Campli
- Dipartimento Cardio‐toraco‐vascolare Sant'Orsola‐Malpighi Polyclinic Bologna Italy
| | - Giulia Patrignani
- Dipartimento della Donna, del bambino e delle malattie urologiche Sant'Orsola‐Malpighi Polyclinic Bologna Italy
| | - Michela Mazzetti
- Department of Experimental, Diagnostic and Specialty Medicine (DIMES) Alma Mater Studiorum ‐ University of Bologna Bologna Italy
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