Kim Foster1, Andrea McCloughen2, Cynthia Delgado3, Claudia Kefalas4, Emily Harkness5. 1. Faculty of Health, Disciplines of Nursing & Midwifery, PO Locked Bag 1, University of Canberra, ACT 2601, Australia. Electronic address: Kim.Foster@canberra.edu.au. 2. Sydney Nursing School, University of Sydney, 88 Mallett Street, Camperdown, NSW 2006, Australia. Electronic address: andrea.mccloughen@sydney.edu.au. 3. Sydney Nursing School, The University of Sydney, 88 Mallett Street, Camperdown, NSW 2050, Australia; Royal Prince Alfred Hospital, Sydney Local Health District, P.O. Box M50, Missenden Road, Camperdown, NSW 2050, Australia. Electronic address: Cynthia.Delgado@sydney.edu.au. 4. Royal Prince Alfred Hospital, Sydney Local Health District, P.O. Box M50, Missenden Road, Camperdown, NSW 2050, Australia. Electronic address: ckef4655@uni.sydney.edu.au. 5. School of Psychology, University of Sydney, NSW 2006, Australia. Electronic address: emily.harkness@sydney.edu.au.
Abstract
OBJECTIVE: To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. DESIGN: Integrative literature review. DATA SOURCES: CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. REVIEW METHODS: Data extraction and constant comparative analysis of 17 articles. RESULTS: Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. CONCLUSIONS: A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.
OBJECTIVE: To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes. DESIGN: Integrative literature review. DATA SOURCES: CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992-2014. REVIEW METHODS: Data extraction and constant comparative analysis of 17 articles. RESULTS: Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education. CONCLUSIONS: A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.
Authors: Diana Jiménez-Rodríguez; María Del Mar Molero Jurado; María Del Carmen Pérez-Fuentes; Oscar Arrogante; Nieves Fátima Oropesa-Ruiz; José Jesús Gázquez-Linares Journal: Healthcare (Basel) Date: 2022-05-07