The Effect of Self-Care Education on Emotional Intelligence of Iranian Nursing Students: A Quasi-experimental Study

Abstract

This study aimed to determine the effect of self-care training on emotional intelligence of nursing students. This quasi-experimental study was conducted on nursing students of Mazandaran University of Medical Sciences in 2016. The subjects (60 students) that were collected with random sampling method were divided into experimental and control groups, and then, self-care behaviors were taught to the experimental group' students in 12 sessions by using a checklist. The subjects of control group were not taught. Emotional intelligence was measured by using Bradberry and Greaves' standard questionnaire before and after the intervention. Emotional intelligence scores of students in the experimental group showed positive and significant change between before (75.33 ± 7.23) and after (125.70 ± 7.79) of training (P < 0.001). Also t test shows a significant change in control (78.73 ± 6.54) and experimental groups (125.70 ± 7.79), after of training (P < 0.001). It is recommended that special programs be organized in order to improve the emotional intelligence of students that improve the likelihood of their success in life.

Developing compassion and emotional intelligence in nursing students: A quasi‐experimental study

“…35 In recent years, several studies have been carried out to develop emotional intelligence in nursing students. [36][37][38] In Goudarzian et al's 37…”

“…In recent years, several studies have been carried out to develop emotional intelligence in nursing students 36‐38 . In Goudarzian et al's 37 study carried out in Iran, nursing students enrolled in a 12‐session self‐care program (including developing empathy, anger and stress management, problem‐solving and decision‐making skills). It found an increase in the emotional intelligence levels of students after taking this program.…”

Educational interventions to improve emotional intelligence in nursing and medical students: A systematic review

“…Of the 21 articles, 12 met eligibility criteria and were included in the review. [28][29][30][31][32][33][34][35][36][37][38][39] Characteristics of the included studies can be found in Appendix 1. Of the 9 studies that were not included in the review, 3 utilized interventions lasting longer than one standard semester, [8,9,40] 2 were performed on nonnursing/medical students, [10,41] 2 utilized unestablished or unvalidated EI instruments, [42,43] 1 did not report the EI instrument utilized, [44] and 1 did not report any description of the intervention content.…”

“…Cohen's d effect sizes and 95% confidence intervals (CIs) are shown in Table 2 for within-group standard mean differences and Table 3 for between-group standard mean differences. Of the 34 effect sizes calculated, 6 were interpreted as strong, [28,31,32,35] 4 were interpreted as moderate, [30,33] and 7 were interpreted as weak [30,38,39] with 95% confidence intervals that did not encompass zero (bolded, table 2 and 3). A total of 6 effect sizes were interpreted as weak [28,33,35,[37][38][39] with 95% confidence intervals that did cross zero.…”

“…One study [36] utilized an ability-model outcome measure capable of demonstrating level 2b outcomes (acquisition of knowledge or skills as a result of the intervention), but failed to demonstrate statistically significant change as a result of the intervention. [30] AEQT [31] EQ-i: [32] BGS-EIQ: Intervention group Post 75.33 ± 7.23 125.7 ± 7.79 6.70 (5.33, 7.90) Kim & Lee, 2021 [33] WLEIS: [34] MSEIS: Intervention group Post 3.67 ± 0.41 3.72 ± 0.36 0.13 (0.37, 0.63) Shahbazi et al, 2018 [35] EQ-i: [36] MSCEIT V2^^ Post^^ 100.67 ± 8.00^^ 100.56 ± 11.25^^ -0.01 (-0.93, 0.91) Teskereci et al, 2020 [37] EIES: Intervention group Post 137.30 ± 25.80 143.38 ± 13.12 0.30 (-0.16. 0.75) West et al, 2020 [38] EQ-i [39] EQ-i [31] EQ-i Post 233.…”