Emotional intelligence among nursing students: Findings from a cross-sectional study

Štiglic, Gregor; Cilar, Leona; Novak, Žiga; Vrbnjak, Dominika; Stenhouse, Rosie; Snowden, Austyn; Pajnkihar, Majda

doi:10.1016/j.nedt.2018.03.028

Cited by 59 publications

(39 citation statements)

References 28 publications

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“…Furthermore, providing a wide range of instruments and tools to nurses for ongoing self‐monitoring and self‐evaluation is crucial to prevent and lower the incidence of burnout, aggression and patient neglect among the nurse workforce (Beech & Leather, ; McNamara, ). Staff welfare programmes should be put in place aimed at enhancing health care and well‐being in this professional category and should consider individual differences in personality traits, such as impulsivity and aggression, empathy and emotion regulation as potential risk and protective factors (Por et al., ; Song et al., ; Štiglic et al., ). Gender should also be considered as an important factor, considering that nursing is a predominantly female workforce.…”

Section: Discussionmentioning

confidence: 99%

“…Specifically, in healthcare profession, empathy and emotional intelligence in general may represent a protective trait to efficiently cope with stressful situations. Indeed, a recent study (Štiglic et al., ) found that emotional intelligence was higher in nursing than engineering students and slightly higher in women than men. How levels of aggression interact with gender, individual traits and characteristics of emotional stimuli in the nursing context remains unaddressed by current research.…”

Section: Introductionmentioning

confidence: 98%

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The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

Fino

Campli

Patrignani

et al. 2019

Journal of Advanced Nursing

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Aims To examine whether and to what extent emotion reactions of nursing students are affected by emotional features inherent in nursing care situations, focusing on gender and aggression. Background How individual characteristics of nurse students interact with emotional demands inherent in nursing practice and modulate the way they are perceived and acted upon may have an impact on quality of patient care. Design Cross‐sectional study, conducted from May to September 2013. Methods Nursing students (N = 157) of the Nursing Degree Course of School of Medicine, Bologna University, completed self‐report questionnaires assessing individual differences (i.e. aggression, personality traits, empathy) and evaluated emotion‐inducing pictures of pleasant, unpleasant and neutral content. Results Gender and verbal aggression level modulate emotional responses of nursing students: females rated negative picture categories as significantly less pleasant than male students; those with high compared to low verbal aggression levels rated negative stimuli as less arousing and more pleasant. Verbal aggression level is positively related to physical aggression and anger and negatively related to emotional stability and empathy in both males and females. Conclusion High verbal aggression scores seem to be associated with attenuated arousal in response to emotional stimuli and decreased aversive reaction towards negative content pictures, indicating a potential facilitation of approach and management of adverse events strictly connected to nursing practice. Nonetheless, aggression can represent a risk factor in nursing practice. Negative implications of verbal aggression are highlighted together with the need for tailoring education programs aimed at enhancing emotion regulation and aggression management skills in nursing context.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

Fino

Campli

Patrignani

et al. 2019

Journal of Advanced Nursing

View full text Add to dashboard Cite

show abstract

“…However, ST and OT students only see these practices as a means for learning about anatomical structures. In addition, NUR students have greater training in empathy and emotional intelligence, with their roles being associated with compassion and care [37][38][39][40], which could explain their greater empathy towards the cadaver and their greater anxiety both before and after the practice. MED and NUR students may have given greater thought to death and its meaning due to their roles, and the acceptance of these and derived issues, such as concerns about the brevity of life and uncertainty about what happens after death, may increase their anxiety [39,[41][42][43].…”

Section: Discussionmentioning

confidence: 99%

Anxiety levels among health sciences students during their first visit to the dissection room

et al. 2020

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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 prepractice 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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“…[18] Therefore, the nurse educators should ensure that nursing student has a high level of EI at the point of graduation from nursing program. [15,19] Moreover, EI should be learned and developed during clinical training in the undergraduate training program and there is general evidence that EI can be improved with training. [20,21] 1.1 Significance of the study During the student clinical rotation in the burn ICU at Tanta Emergency Hospital, it was found that a great number of second year nursing students emotionally disturbed when they became contact with severe burns injured patient and unable to provide a high quality of care.…”

Section: Introductionmentioning

confidence: 99%

The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit

Al-Metyazidy

El-Ghafar²,

Weheida³

2019

JNEP

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Background and objective: Emotional intelligence in nursing practice helps students better deal with clinical pressures and communicates effectively with patients. Therefore, developing students' emotional maturity may seem more important than their physical responsibilities. The current study was carried out to evaluate the effect of emotional intelligence intervention on nursing students’ practice and their reflections on patients’ clinical outcomes at burn intensive care unit.Methods: This study was carried out in the Faculty of Nursing, Tanta University and Burn Intensive Care Unit at Tanta Emergency Hospital. A quasi experimental research design was utilized in the current study. A convenience sample of 120 undergraduate second year nursing students who studied critical care nursing course at academic year 2017-2018 were selected. They were divided into two equal groups, 60 students in each group as follows: Group I: Students were exposed to emotional intelligence intervention and clinical procedures. Group II: Students were exposed to clinical procedures only. In addition, a convenience sample of 60 adult critically patients with severe burn injury were selected and divided into two equal groups, 30 in each group as follow: Group I: Patients were exposed to intervention from nursing students who were undergoing emotional intelligence intervention during clinical procedures. Group II: Patients were exposed to intervention from nursing students who were trained on clinical procedures only. Three tools were used to collect the study data. Tool I: Emotional Intelligence Scale, Tool II: Nursing student's: observational checklist, and Tool III: Critically ill patient with severe burn injury’s clinical outcomes assessment.Results: There was a statistically significant improvement in the total practice mean score level among nursing students in group I than group II. Also, patients who received care from group I showed improvement in physical and psychological outcome compared to students in group II.Conclusions: Based on the results of the present study, it can be concluded that, merging emotional intelligence into practice is a favorable method which provides the undergraduate nursing students with a higher level of practice regarding burn intensive care unit. Students who acquired intelligence practice had a statistical significant effect on improving psychological and physical outcomes of patients with severe burn injury than nursing students who are not exposed to such emotional intelligence intervention during clinical practice. Recommendation: The emotional intelligence should be incorporated into the critical care nursing course and training the students’ about the appropriate way of implementation to improve their knowledge and practice and improve patients’ clinical outcomes.

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Emotional intelligence among nursing students: Findings from a cross-sectional study

Abstract: Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience.

Cited by 59 publications

References 28 publications

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

The modulating role of gender and aggression in emotional reactions of nursing students: A cross‐sectional study

Anxiety levels among health sciences students during their first visit to the dissection room

The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit

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