Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: An observational study

Alconero‐Camarero, Ana Rosa; Sarabia‐Cobo, Carmen; González-Gómez, Silvia; Ibáñez-Rementería, Isabel; Lavín-Alconero, Lucía; Sarabia-Cobo, Ana Belén

doi:10.1016/j.nedt.2017.11.013

Cited by 41 publications

(33 citation statements)

References 50 publications

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“…This finding can be helpful in managing stressful incidents and facilitating posttraumatic growth (Li et al., 2012). Previous studies have also shown that, in stressful situations, people with higher emotional intelligence have higher coping scores (Alconero-Camarero et al., 2018; Baruah, 2016). For instance, a study by Baruah (2016) on patients with chronic renal failure revealed that emotional intelligence has a positive relationship with coping ( r = .29).…”

Section: Discussionmentioning

confidence: 91%

Emotional Intelligence as a Predictor of Posttraumatic Growth in Patients Undergoing Hemodialysis

Sadeghpour

Heidarzadeh

Naseri

et al. 2018

Illness, Crisis & Loss

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This study was conducted to investigate posttraumatic growth and its relationship with emotional intelligence. This cross-sectional descriptive correlational study was conducted on 249 patients undergoing hemodialysis in hospitals in Ardabil, Iran. Data were analyzed using descriptive and inferential statistics in SPSS-15. In this study, the mean and standard deviation of posttraumatic growth, emotional intelligence, and coping were 69.94

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Section: Discussionmentioning

confidence: 91%

Emotional Intelligence as a Predictor of Posttraumatic Growth in Patients Undergoing Hemodialysis

Sadeghpour

Heidarzadeh

Naseri

et al. 2018

Illness, Crisis & Loss

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“…Several research studies have demonstrated that emotional intelligence plays a crucial role in coping by moderating the perception, understanding, and management of emotion (Austin et al, 2008;Mikolajczak et al, 2007;Saklofske et al, 2012). The most prevalent was a positive-coping strategy, and this finding is similar to other studies (Alconero-Camarero et al, 2018;Chan et al, 2014;Por et al, 2011). Some of the positive-coping strategies described included talking to fellow students, to their tutor, or sometimes with their own family, to help them make sense of the situation.…”

Section: What Strategies Do Nursing Students Adopt To Manage Emotionssupporting

confidence: 71%

“…For example; end-of-life care was considered by some students as particularly stressful. Therefore preplacement training is recommended for end-of-life care and this could be achieved by simulated case scenario (Alconero-Camarero et al, 2018;Jack, 2012;Parry, 2011;Rees et al, 2015).…”

Section: Suggestions For the Structure Of An Emotional Intelligence Ementioning

confidence: 99%

Emotional intelligence during clinical placement: nursing students' experiences of affective events

Lewis¹

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This study seeks to determine whether emotional distress during the first clinical placement is a cause of attrition from nursing programs. There is an impending shortage of nurses over the next decade as healthcare loses a generation of older nurses to retirement. The increasing demand of an unprecedented ageing population requiring health services has the potential to result in nursing shortages. Many nurses work in emotionally charged and stressful environments which can lead to burnout and a decision to leave nursing altogether. If nurses can regulate their emotions at work, such dire consequences may be avoided. Nursing students learn alongside a registered nurse and are subject to the same challenging situations. They may be exposed to levels of emotional distress for which they have not been prepared. On this point, previous research indicates that an inability to mediate the effects of emotional engagement during clinical placement contributes to attrition from nursing programs. Attrition from nursing programs is multifactorial. To become a nurse requires the attainment of knowledge, the ability for clinical reasoning and highly developed psychomotor and interpersonal skills. Effective interpersonal skills to engage with patients, their families and other health care workers are reliant on healthy levels of emotional intelligence. If emotional intelligence is lacking, then the ability to manage the demands of human relationships within the health care environment may cause emotional distress. This study will examine the influence of emotional intelligence on affective events experienced by nursing students undertaking their first clinical placement. Research Design A mixed method design was employed to examine the influence of emotional intelligence on affective events experienced by nursing students. Three sub-studies were conducted. In Study One, the emotional intelligence of nursing students, as a positive coping strategy for emotional encounters, was measured with the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT) before clinical placement. Data analysis identified if there were relationships between the emotional intelligence scores and other characteristics of the students. In Study Two, nursing students were asked to complete a written reflection about an emotionally challenging situation that occurred during their clinical placement. This approach allowed the nursing students to both discuss and reflect on events in a manner that contributed to learning outcomes. The reflective data were used to inform the final 3.6.

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“…Although emotional intelligence has an intrinsic component of personality, it can be acquired and trained through several learning strategies such as reflective activities, self‐assessment, behaviour modelling or experiential learning among others (Foster, McCloughen, Delgado, Kefalas, & Harkness, ). Experiences have been described in which a training intervention has significantly increased the emotional intelligence of the participants in the short and long term (Alconero‐Camarero et al, ). The literature suggests the incorporation of coping mechanisms in the nursing training is equally pertinent and necessary, and it would help both the students during their training period as well as the future professionals.…”

Section: Discussionmentioning

confidence: 99%

“…). Experiences have been described in which a training intervention has significantly increased the emotional intelligence of the participants in the short and long term(Alconero-Camarero et al, 2018). The literature suggests the incorporation of coping mechanisms in the nursing training is equally pertinent and necessary, and it would help both the students during their training period as well as the future professionals.…”

mentioning

confidence: 99%

Systematic review of the nature of nursing care described by using the Caring Behaviours Inventory

Romero‐Martín

Gómez‐Salgado

Robles-Romero

et al. 2019

Journal of Clinical Nursing

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Aim To describe the nature of care received by patients measured through the Caring Behaviours Inventory. Background Professional nursing practice combines two dimensions of caring: instrumental care and expressive care. Instrumental care focuses on physical health needs, in terms of efficiency and employs interventions based on evidence. Expressive care is patient‐centred and based on the interpersonal relationship. It requires caring attitudes that include respect, kindness, sensitivity and patience. The Caring Behaviours Inventory is a tool designed to assess the care expressed through the behaviours nurses perform, contextualised within the Jean Watson's Theory of Human Caring. Methods A systematic review following PRISMA recommendations. Scopus, PubMed and CINAHL databases were consulted using the keywords “Caring Behaviours Inventory” AND “Nursing”. The Joanna Briggs Institute tool was used for the quality appraisal. A conceptual analysis and a thematic synthesis were performed for data extraction. Results 11 articles were selected. Three categories were identified: nature of caring, congruence between perceived care by patients and nurses, and factors associated with the expression of care. Discussion An emphasis on care of an instrumental nature was identified. The perception of patients differs from that of nurses, patients perceive a lower level of expressive caring than the one nurses believe to deliver. Caring behaviours are affected by the working environment, nurses' emotional intelligence and coping skills, and socio‐demographic characteristics. Conclusion This paper described the findings of previous research regarding the nature of care that is transmitted and received in clinical practice. Results highlight an emphasis on the instrumental aspect of the nursing care according to the patients' perception. Relevance to clinical practice Findings summarised in this review could contribute to a better understanding of the nursing care. Results reported in this paper could also help to improve the quality of care delivered by nurses as well as patient‐centeredness.

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Nursing students' emotional intelligence, coping styles and learning satisfaction in clinically simulated palliative care scenarios: An observational study

Cited by 41 publications

References 50 publications

Emotional Intelligence as a Predictor of Posttraumatic Growth in Patients Undergoing Hemodialysis

Emotional Intelligence as a Predictor of Posttraumatic Growth in Patients Undergoing Hemodialysis

Emotional intelligence during clinical placement: nursing students' experiences of affective events

Systematic review of the nature of nursing care described by using the Caring Behaviours Inventory

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