Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review

Cleary, Michelle; Visentin, Denis; West, Sancia; Lopez, Violeta; Kornhaber, Rachel

doi:10.1016/j.nedt.2018.05.018

Cited by 148 publications

(110 citation statements)

References 36 publications

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“…Hospitals, the traditional clinical placement setting, are dynamic contexts with high levels of complexity and unpredictability. They can be challenging for the uninitiated, including first‐year students who may feel out of their depth and at times, actually in the way of other very busy staff caring for acutely ill and vulnerable people (Cleary, Visentin, West, Lopez, & Kornhaber, 2018; Lopez, Yobas, Chow, & Shorey, 2018; McCloughen & Foster, 2018). For most students, this will be an out‐of‐the‐ordinary experience and a largely unpredictable one, likely to elicit strong emotional responses.…”

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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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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“…Collectively, such protective factors represent resilience , a predominately trait‐like factor (i.e., stable, innate characteristic) promoting success by allowing individuals to cope and ‘bounce back’ from stressful events (Connor & Davidson, 2003; Smith et al., 2008). Despite its trait‐like characteristics, researchers have theorized that resilience is a malleable construct that can be enhanced through targeted education (Cleary, Visentin, West, Lopez, & Kornhaber, 2018; Hurley, Hutchinson, Kozlowski, Gadd, & Vorst, 2019; Thomas & Asselin, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…For example, numerous studies have linked greater resilience to academic success in the general college student body (Ayala & Manzano, 2018; Azmitia, Sumabat‐Estrada, Cheong, & Covarrubias, 2018; Hsu, 2010; Johnson, Taasoobshirazi, Kestler, & Cordova, 2015; Maddi, Harvey, Khoshaba, Fazel, & Resurreccion, 2009). Likewise, a growing body of researchers have begun to examine resilience among nursing students, with findings generally supporting a positive correlation between resilience and academic success in nursing schools in the United States and internationally (Cleary et al., 2018; Stephens, 2013; Thomas & Asselin, 2018; Thomas & Revell, 2016). Scholars have also argued for the inclusion of resilience training in early nursing education (Cleary et al., 2018; Hurley et al., 2019; Thomas & Asselin, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Likewise, a growing body of researchers have begun to examine resilience among nursing students, with findings generally supporting a positive correlation between resilience and academic success in nursing schools in the United States and internationally (Cleary et al., 2018; Stephens, 2013; Thomas & Asselin, 2018; Thomas & Revell, 2016). Scholars have also argued for the inclusion of resilience training in early nursing education (Cleary et al., 2018; Hurley et al., 2019; Thomas & Asselin, 2018). Some researchers (e.g., Cleary et al., 2018; McAllister & Lowe, 2011) have even argued that resilience is an essential skill for professional nurses.…”

Section: Introductionmentioning

confidence: 99%

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Nursing students’ resilience, depression, well‐being, and academic distress: Testing a moderated mediation model

McDermott

Fruh

Williams

et al. 2020

Journal of Advanced Nursing

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Aim Academic distress is a leading cause of attrition among nursing students. The present study tested a positive psychology‐oriented model detailing the potential links between nursing students’: (a) psychological resilience; (b) depressive symptoms; (c) intrapersonal well‐being; (d) interpersonal well‐being; and (e) academic distress. Additionally, we tested whether the academic benefits of resilience were conditional upon nursing students’ perceptions of their campus climate as supportive of mental health and well‐being. Design A correlational, cross‐sectional design was employed. Method Nursing students (N = 933) were selected from the national 2017–2018 Healthy Minds Study (HMS). Students completed measures of resilience, depressive symptoms, intrapersonal well‐being (flourishing), interpersonal well‐being (belonging), and academic distress. Results Conditional process modelling tested depression, belonging, and flourishing as mediators of the associations between resilience and academic distress variables. Furthermore, perceptions of campus climate were included as potential moderators of these mediation effects. Results indicated that the protective academic benefits of resilience were primarily explained by decreases in depression but that this effect was strongest for nursing students with negative perceptions of their campus climate. Conclusion Findings highlight the psychological and academic benefits of greater resilience and the moderated mediation results suggest that such benefits were conditional on the broader campus climate. Impact Nurse educators and policymakers should consider addressing contextual factors, such as campus climate, in addition to resilience training in their efforts to reduce the negative academic impacts of mental health problems and stress in nursing school.

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“…Although the implementation of SMART program showed a significant improvement in resilience and stress levels across different groups of healthcare professionals [34], the content of the program is directed toward stress management skills rather than focusing on pure resiliency skills or strategies [32].…”

Section: The Impact Of Implementing Resilience Education Programs On mentioning

confidence: 99%

The Contrary Impact of Resilience on the Complicated Nursing Work Environment: A Literature Review

Abualruz¹,

Hayajneh²

2019

OJN

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The purposes of this literature review were to analyze in depth studies that were related to resilience among nurses to reflect the current knowledge about resilience and its importance for nurses, to identify the recommended strategies in the literature to build resilience among nurses, and to critically review the studies and the interventions that tested the impact of teaching resilience for nurses. The recurrent nurses exposure to work stressors and adversities has many negative consequences at different aspects related to nurses' wellbeing, quality of care, and organizational intimacy. Resilient nurse is more able to face work stressors and its negative effects. Increasing nurses' resilience for the purpose of surviving in the complicated work environment is a crucial issue in the current century. In this review, it was found that many strategies had been recommended to build resilience and many resiliency programs had been implemented. The results of the implemented programs showed significant improvement among the participants, although there was no consistency over the contents of the programs, and no consistency between the contents of the programs and the recommended strategies that found in the review. The contents of the programs were stress reduction focused rather than the pure resiliency strategies and recommendations. It is recommended to integrate resilience in nursing education at different levels and to develop a well structured resiliency training program based on the pure resiliency strategies that had been recommended to build resilience among nurses.

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Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review

Cited by 148 publications

References 36 publications

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

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

Nursing students’ resilience, depression, well‐being, and academic distress: Testing a moderated mediation model

The Contrary Impact of Resilience on the Complicated Nursing Work Environment: A Literature Review

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