Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students

Foster, Kim; Fethney, Judith; McKenzie, Heather; Fisher, Murray; Harkness, Emily L.; Kozlowski, Desirée

doi:10.1016/j.nedt.2017.05.008

Cited by 74 publications

(65 citation statements)

References 36 publications

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“…This result was agreed with Al-Hamdan et al (2017), [36] they found that there was a positive statistical significant difference among students in relation to all EI subscales. On the other hand, this finding was incongruent with Foster et al (2017), [37] they showed that Students' EI was improved across the program except one EI subscale; managing others' emotions and there was a statistical significance increase in the using EI subscale scores over time.…”

Section: Discussioncontrasting

confidence: 71%

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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Section: Discussioncontrasting

confidence: 71%

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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“…Students of nursing and midwifery demonstrated higher EI than students of other study programmes (Snowden et al, 2015). In an Australian study, EI increased over the course of a pre-registration nursing programme (Foster et al, 2017).…”

Section: Emotional Intelligence In Nursingmentioning

confidence: 87%

“…If EI is important for nursing, then it might be argued that nurse educators should ensure that nursing students have high EI at the point of graduation from nursing programmes. However, given the conceptual debates and the empirical evidence that supports the trait argument (Van der Linden et al, 2012) as well as the ability argument (Benson et al, 2010;Foster et al, 2017) then it would be foolhardy for nurse education establishments to rely on being able to develop enough EI in their students during the process of their education to make them excellent nurses. There is therefore an argument for selecting nursing students for EI as either a basis from which to further develop such skills (i.e.…”

Section: Introductionmentioning

confidence: 99%

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

Štiglic

Cilar

Novak

et al. 2018

Nurse Education Today

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“…However, minimal research literature on this topic means it is difficult to ascertain how students are specifically prepared to manage subjective emotions during early clinical experiences. Some research shows that levels of emotional intelligence (EI) can “buffer stress” and reduce anxiety in preregistration students (Lewis, Neville, & Ashkanasy, 2017) and that scaffolding of EI education throughout nursing programs can increase EI levels (Foster et al, 2017). It is not clear, though, how education providers incorporate emotion management training into first‐year nursing programs.…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

McCloughen

Levy

Johnson

et al. 2020

Journal of Clinical Nursing

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Aims and objectives To explore nursing students’ subjective experience of emotions during first‐year clinical placements, strategies used to manage their emotions and socialisation to emotion management. Background Emotion regulation is a key source of stress for early career and student nurses. Clinical placement experiences can elicit strong emotions in nursing students; however, they may be unprepared for the challenge of regulating their emotions in real‐world practice. How nursing students learn to manage their emotions in the clinical setting, whether they receive support for this, and how they are socialised to manage their emotions during placements are not well known. Design An exploratory qualitative study. Methods Semi‐structured interviews (n = 19) were conducted with first‐year nursing students, exploring their experiences of emotion management during clinical placement. Interview transcripts were analysed using conventional qualitative content analysis. Reporting adheres to the COREQ Checklist. Results Interactions with patients and staff often elicited negative feelings. Structured guidance for emotion management by supervising staff was scarce. Students used informal self‐reflection and interpretation to guide emotion management. Conclusions In the absence of strategic socialisation and formal support for effective emotion management, students used emotional labour strategies that can negatively impact on well‐being. A focus on adequately preparing nursing students for emotion work is a necessary component of classroom and clinical learning environments. Structured debriefing during clinical placements may provide a relevant context to discuss emotions arising during clinical work and to learn emotion management strategies. Relevance to clinical practice Emotional competence, a fundamental ability for registered nurses and students, supports personal health maintenance and strengthens professional practice. Students are exposed to clinical environments and interpersonal encounters that evoke strong emotions. They need situated learning strategies and formal support to develop knowledge and strengthen capability for emotion management, as this is essential for promoting professional development and patient care.

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Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students

Cited by 74 publications

References 36 publications

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

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

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

Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study

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