Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis

BackgroundReports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable.ObjectivesTo examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland.DesignA longitudinal, quasi experimental design.SettingAdult and mental health nursing, and midwifery programmes in a Scottish University.MethodsAdult, mental health and midwifery students (n = 598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered.Results598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33 ± 11.38) than those with previous caring experience (54.87 ± 11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533) = 2.52, p = .012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank = 249) and those remaining (mean rank = 304.75) were statistically significantly different, U = 15,300, z = − 2.61, p $_amp_$lt; 0.009.ConclusionsPrevious caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course.     

Mediación de la resiliencia entre burnout y salud en el personal de Enfermería

AimsTo determine the relationships between 3 burnout dimensions (Emotional Exhaustion, Depersonalization, and Reduced Personal Accomplishment), health (physical and mental health), and resilience, as well as to analyse the mediator role of resilience in relationships between burnout and health in a sample of Nursing staff.MethodA correlational and cross-sectional study with probabilistic sampling was conducted on a sample of 194 Nursing staff of University Hospital of Fuenlabrada (Madrid), and composed of nurses (n = 133) and nursing assistants (n = 61). Instruments: MBI-HSS (burnout syndrome), SF-12v1 (physical and mental components of health), 10-Item CD-RISC (resilience), and sociodemographic variables.ResultsCorrelational analyses showed that mental health was negatively related with 3 burnout dimensions and positively with resilience. Furthermore, physical health was only negatively related with Emotional Exhaustion, and positively with resilience. Mediational analyses revealed that resilience mediated, on one hand, the relationship between Emotional Exhaustion and Depersonalization with mental health (partial mediation) and, on the other hand, the relationship between Reduced Personal Accomplishment and mental health (total mediation).ConclusionsResilience is not only important to improve the mental health of Nursing staff, but also to buffer and minimize the negative consequences of the occupational stress to which they are at risk, with its most adverse result being signs of burnout. Therefore, resilience training should be promoted to improve nursing clinical practice.     

An integrated model for the effects of self-reflection and clinical experiential learning on clinical nursing performance in nursing students: A longitudinal study

BackgroundThe use of clinical simulation in undergraduate nursing programs in Taiwan has gradually increased over the past 5 years. Previous research has shown that students' experience of anxiety during simulated laboratory sessions influences their self-reflection and learning effectiveness. Thus, further study that tracks what influences students' clinical performance in actual clinical sites is vital.ObjectiveThe aim of the study is to develop an integrated model that considers the associations among anxiety, self-reflection, and learning effectiveness and to understand how this model applies to student nurses' clinical performance while on clinical placement.DesignThis study used a correlational and longitudinal study design.MethodsThe 80 nursing students, who ranged in age from 19 to 21 (mean = 20.38, SD = 0.56), were recruited from a nursing school in southern Taiwan. Data were collected during three phases of implementation using four questionnaires. During the first phase, the State-Trait Anxiety Inventory (STAI), Simulation Learning Effectiveness Scale (SLES), and Self-Reflection and Insight Scale (SRIS) were used after students completed the simulation course in the school simulation laboratory. Nursing students also completed the Holistic Nursing Competence Scale at 2 months (Phase 2) and 4 months (Phase 3) after clinical practice experience. In Phase 3, students again completed the STAI and SRIS. Partial least squares (PLS), a structural equation modeling (SEM) procedure, was used to test the research model.ResultsThe findings showed that: (1) at the start of the simulation laboratory, anxiety had a significant negative effect on students' simulation learning effectiveness (SLE; β = − 0.14, p < 0.05) and on self-reflection with insight (SRI; β = − 0.52, p < 0.01). Self-reflection also had a significant positive effect on simulation learning effectiveness (β = 0.37, p < 0.01). Anxiety had a significant negative effect on students' nursing competence during the first 2 months of practice in a clinical nursing site (β = − 0.20, p < 0.01). Simulation learning effectiveness and self-reflection and insight also had a significant positive effect on nursing competence during the first 2 months of practice in a clinical site (β = 0.13; β = 0.16, p < 0.05), respectively; and (2) when students practice in a clinical setting, their previous experience of nursing competence during the first 2 months of clinical care and their self-reflection and insight have a significant positive effect on their 4-month nursing competence (β = 0.58; β = 0.27, p < 0.01). Anxiety, however, had a negative effect on 4-month nursing competence but not significantly. Overall, 41% of the variance in clinical nursing performance was accounted for by the variables in the integrated model.ConclusionThis study highlights that self-reflection with insight and clinical experience may help students to deflect anxiety that may influence the development of clinical competence. Of note is that real-life clinical experience has a stronger effect on enhancing clinical performance than does a simulation experience.     

Effectiveness of a role-play simulation program involving the sbar technique: A quasi-experimental study

BackgroundAccurate, skilled communication in handover is of high priority in maintaining patients' safety. Nursing students have few chances to practice nurse-to-doctor handover in clinical training, and some have little knowledge of what constitutes effective handover or lack confidence in conveying information.ObjectivesThis study aimed to develop a role-play simulation program involving the Situation, Background, Assessment, Recommendation technique for nurse-to-doctor handover; implement the program; and analyze its effects on situation, background, assessment, recommendation communication, communication clarity, handover confidence, and education satisfaction in nursing students.DesignNon-equivalent control-group pretest-posttest quasi-experimental.ParticipantsA convenience sample of 62 senior nursing students from two Korean universities.MethodThe differences in SBAR communication, communication clarity, handover confidence, and education satisfaction between the control and intervention groups were measured before and after program participation.ResultsThe intervention group showed higher Situation, Background, Assessment, Recommendation communication scores (t = − 3.05, p = 0.003); communication clarity scores in doctor notification scenarios (t = − 5.50, p < 0.001); and Situation, Background, Assessment, Recommendation education satisfaction scores (t = − 4.94, p < 0.001) relative to those of the control group. There was no significant difference in handover confidence between groups (t = − 1.97, p = 0.054).ConclusionsThe role-play simulation program developed in this study could be used to promote communication skills in nurse-to-doctor handover and cultivate communicative competence in nursing students.     

Research on the formation of humanistic care ability in nursing students: A structural equation approach

ObjectiveTo construct and test a hypothetical model linking the caring ability of nursing students with empathy ability, emotional intelligence, and communication ability.MethodParticipants were 851 students from three undergraduate colleges and one junior college in China, Gansu Province. Participating students had to fulfill the following requirements: different levels of nursing majors (undergraduates or junior college students), understand the study purpose, and be willing to participate in this study. Exclusion: secondary college students. Variables were measured by the Caring Ability Inventory, Emotional Intelligence Scale, Supportive Communicative Scale, and Interpersonal Reactivity Index. Data were analyzed with structural equation modeling to explore the path relationships and mutual effects between structural elements.ResultsEmpathy (β = 0.25, P<0.001), emotional intelligence (β = 0.36, P<0.001), and communication ability (β = 0.28, P<0.001) were significantly associated with the caring ability of nursing students. Empathy was the strongest factor associated with caring ability and emotional intelligence was a partial mediator of the relationship between empathy and communication skills.ConclusionsThe nurse's humanistic care ability requires continuous learning and school education. To enhance the humanistic care ability of nursing students, nursing educators should develop target strategies to improve the ‘sympathetic ability,’ ‘emotional intelligence’ and ‘communication ability’ of nursing students.     

Impact of high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students

BackgroundHigh-fidelity simulation (HFS) offers a strategy to facilitate cognitive, affective, and psychomotor outcomes and motivate the new generation of students.ObjectivesThe purpose of this study was to examine the impact of using high-fidelity simulation on the development of clinical judgment and motivation among Lebanese nursing students.DesignA post-test, quasi-experimental design was used.SettingsTwo private universities in Lebanon were targeted to implement the intervention.ParticipantsA convenience sample of 56 nursing students from two private universities in Lebanon were recruited.MethodsData were collected using the Lasater Clinical Judgment Rubric and the Motivated Strategies for Learning questionnaires.ResultsNursing students exhibited significant improvement in clinical judgment and motivation due to exposure to HFS. There was a significant difference post HFS between the intervention group and the control group in clinical judgment intervention (t = 5.23, p < 0.001) and motivation for academic achievement (t = − 6.71, p < 0.001). The intervention group had a higher mean score of clinical judgment (29.5, SD = 5.4) than the control group (22.1, SD = 5.7) and, similarly, students had higher mean scores of motivation (198.6, SD = 10.5) in the intervention group than in the control group (161.6, SD = 20). The analysis related to differences between the intervention and control groups in motivation and clinical judgment; controlling for previous experience in health care services, the analysis showed no significant difference (Wilk's lambda = 0.77, F = 1.09, p = 0.374).ConclusionThere is a need for nursing educators to implement HFS in nursing curricula, where its integration can bridge the gap between theoretical knowledge and nursing practice and enhance critical thinking and motivation among nursing students.     

The effect of the emotional intelligence education programme on quality of life in haemodialysis patients

AimThis study investigated the effect of the emotional intelligence education programme on quality of life of haemodialysis patients.BackgroundNurses need knowledge development regarding the impact of educational strategies on patients' quality of life suffering from chronic diseases.MethodsA pragmatic quasi-randomized controlled trial was conducted with 47 haemodialysis patients attending a university hospital in an urban area of Iran. The patients were randomly assigned to intervention (n = 23) and control (n = 24) groups. A socio-demographic questionnaire, the Cyberia-Shrink Emotional Intelligence Questionnaire, and the Kidney Disease Quality of Life-Short Form were used to gather data. The intervention group attended an educational programme on emotional intelligence that consisted of six-group discussion sessions. To ensure the continuity of learning and to measure the subsequent expected behavioural changes, the patients filled out the data collection tools six and 12 weeks after the completion of the education programme.ResultsThe mean score of quality of life in the intervention group was 39.94 ± 15.88 in pre-test, 44.87 ± 16.04 six weeks and 52.47 ± 16.07 at the 12 weeks after the intervention (p = 0.032).ConclusionThe consideration of emotional intelligence educational strategies by nurses requires its incorporation into pre-qualifying nursing degrees and professional development programmes. Nurse managers need to lead nurses for applying emotional intelligence in daily practice with the aim of providing an holistic patient care.     

Factors influencing preventive behavior against Middle East Respiratory Syndrome-Coronavirus among nursing students in South Korea

BackgroundMiddle East Respiratory Syndrome Coronavirus (MERS-CoV), an emerging infectious disease introduced in South Korea in 2015, spreads quickly through hospitals, and Korea became one of the major areas affected by the disease after the Middle East region. To stop the spread of an emerging disease, it is important to practice prevention guidelines correctly.ObjectivesThe purpose of this study was to investigate factors influencing preventive behavior against MERS-CoV among Korean nursing students.MethodsThis is a cross-sectional study using a questionnaire survey. Data were collected from 429 nursing students from three colleges of nursing in Korea from June 25 to July 3 in 2015.ResultsPreventive behavior against MERS-CoV was affected mostly by attitude (β = .243, p < .001). Such behavior was also high in relation to the variables of perceived risk (β = .232, p < .001), older students (β = .202, p < .001), knowledge level (β = .153, p < .01), and female respondents (β = .115, p < .05).ConclusionPreventive behavior against emerging infectious diseases such as MERS-CoV was found to be affected most significantly by attitude and risk perception. It is crucial to provide nursing students with information or knowledge, but it is also important to help those in nursing education recognize that active preventive behavior can prevent this infectious disease and stop its spread.     

A social skills development training programme to improve adolescents' psychological resilience and emotional intelligence level

Study objectivesThis experimental study was designed using pretest, posttest, follow-up, and control group models to explore the effect of a structured education program on adolescents' psychological resilience and emotional intelligence level.MethodThis study was conducted on 70 students at a high school in Turkey. A total of 36 students were assigned to the intervention group and 34 students to the control group. Data were collected using the Adolescent Information Form, Resilience Scale (RS), and Emotional Intelligence Evaluation Scale (EIES). The scales were administered in the intervention group before initializing the education program, who later received a 7-week education program. One month after the administration of the education program, the scales were again administered during follow-up.FindingsIt was found that the education program improved and increased adolescents' psychological resilience and total emotional intelligence level despite not being significant (p > 0.05). During the follow-up, adolescents in the intervention group demonstrated an important difference in follow-up scores in the optimism and communication subdimensions of the RS compared to that in the posttest scores, and the intervention group had a higher average total score in the EIES compared to that in students in the control group (p < 0.05).ConclusionOur results suggest that the training program has positive effects on improving adolescents' psychological resilience and emotional intelligence levels, especially in the long run, which needs to be developed and applied in different samples.     

Interprofessional training enhances collaboration between nursing and medical students: A pilot study

BackgroundEffective collaboration among healthcare providers is an essential component of high-quality patient care. Interprofessional education is foundational to ensuring that students are prepared to engage in optimal collaboration once they enter clinical practice particularly in the care of complex geriatric patients undergoing surgery.Study DesignTo enhance interprofessional education between nursing students and medical students in a clinical environment, we modeled the desired behavior and skills needed for interprofessional preoperative geriatric assessment for students, then provided an opportunity for students to practice skills in nurse/physician pairs on standardized patients. This experience culminated with students performing skills independently in a clinic setting.ResultsNine nursing students and six medical students completed the pilot project. At baseline and after the final clinic visit we administered a ten question geriatric assessment test. Post-test scores (M = 90.33, SD = 11.09) were significantly higher than pre-test scores (M = 72.33, SD = 12.66, t(14) = − 4.50, p < 0.001. Nursing student post-test scores improved a mean of 22.0 points and medical students a mean of 11.7 points over pre-test scores.Analysis of observational notes provided evidence of interprofessional education skills in the themes of shared problem solving, conflict resolution, recognition of patient needs, shared decision making, knowledge and development of one's professional role, communication, transfer of interprofessional learning, and identification of learning needs.ConclusionsHaving nursing and medical students “learn about, from and with each other” while conducting a preoperative geriatric assessment offered a unique collaborative educational experience for students that better prepares them to integrate into interdisciplinary clinic teams.     

Nepalese undergraduate nursing students' perceptions of the clinical learning environment,supervision and nurse teachers: A questionnaire survey

BackgroundClinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal.ObjectivesTo examine Nepalese nursing students' perceptions regarding the CLE and supervision.DesignA cross-sectional questionnaire design was used.SettingsGovernment and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.ParticipantsStudents with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n = 350). The final sample comprised 263 students.MethodsA self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.ResultsStudents' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p < 0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha = 0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p < 0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p < 0.0001).ConclusionThis is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.     

The impact of professional identity on role stress in nursing students: A cross-sectional study

BackgroundAs newcomers to the clinical workplace, nursing students will encounter a high degree of role stress, which is an important predictor of burnout and engagement. Professional identity is theorised to be a key factor in providing high-quality care to improve patient outcomes and is thought to mediate the negative effects of a high-stress workplace and improve clinical performance and job retention.ObjectivesTo investigate the level of nursing students' professional identity and role stress at the end of the first sub-internship, and to explore the impact of the nursing students' professional identity and other characteristics on role stress.DesignA cross-sectional study.SettingsThree nursing schools in China.ParticipantsNursing students after a 6-month sub-internship in a general hospital (n = 474).MethodsThe Role Stress Scale (score range: 12–60) and the Professional Identity Questionnaire for Nursing students (score range: 17–85) were used to investigate the levels of nursing students' role stress and professional identity. Higher scores indicated higher levels of role stress and professional identity. Basic demographic information about the nursing students was collected. The Pearson correlation, point-biserial correlation and multiple linear regression analysis were used to analyse the data.ResultsThe mean total scores of the Role Stress Scale and Professional Identity Questionnaire for Nursing Students were 34.04 (SD = 6.57) and 57.63 (SD = 9.63), respectively. In the bivariate analyses, the following independent variables were found to be significantly associated with the total score of the Role Stress Scale: the total score of the Professional Identity Questionnaire for Nursing Students (r = −0.295, p < 0.01), age (r = 0.145, p < 0.01), whether student was an only child or not (r = −0.114, p < 0.05), education level (r = 0.295, p < 0.01) and whether student had experience in community organisations or not (r = 0.151, p < 0.01). In the multiple linear regression analysis, the total score of the Professional Identity Questionnaire for Nursing Students (standardised coefficient Beta: −0.260, p < 0.001), education level (standardised coefficient Beta: 0.212, p < 0.001) and whether or not student had experience in community organisations (standardised coefficient Beta: 0.107, p < 0.016) were the factors significantly associated with the total score of the Role Stress Scale. The multiple linear regression model explained 18.2% (adjusted R² scores 16.5%) of the Role Stress Scale scores variance.ConclusionsThe nursing students’ level of role stress at the end of the first sub-internship was high. The students with higher professional identity values had lower role stress levels. Compared with other personal characteristics, professional identity and education level had the strongest impact on the nursing students’ level of role stress. This is a new perspective that shows that developing and improving professional identity may prove helpful for nursing students in managing role stress.     

Tailored educational supportive care programme on sleep quality and psychological distress in patients with heart failure: A randomised controlled trial

BackgroundUp to 74% of patients with heart failure report poor sleep in Taiwan. Poor symptom management or sleep hygiene may affect patients’ sleep quality. An effective educational programme was important to improve patients’ sleep quality and psychological distress. However, research related to sleep disturbance in patients with heart failure is limited in Taiwan.ObjectivesTo examine the effects of a tailored educational supportive care programme on sleep disturbance and psychological distress in patients with heart failure.Designrandomised controlled trial.Participants and settingEighty-four patients with heart failure were recruited from an outpatient department of a medical centre in Taipei, Taiwan. Patients were randomly assigned to the intervention group (n = 43) or the control group (n = 41).MethodsPatients in the intervention group received a 12-week tailored educational supportive care programme including individualised education on sleep hygiene, self-care, emotional support through a monthly nursing visit at home, and telephone follow-up counselling every 2 weeks. The control group received routine nursing care. Data were collected at baseline, the 4th, 8th, and 12th weeks after patients’ enrollment. Outcome measures included sleep quality, daytime sleepiness, anxiety, and depression.ResultsThe intervention group exhibited significant improvement in the level of sleep quality and daytime sleepiness after 12 weeks of the supportive nursing care programme, whereas the control group exhibited no significant differences. Anxiety and depression scores were increased significantly in the control group at the 12th week (p < .001). However, anxiety and depression scores in the intervention group remained unchanged after 12 weeks of the supportive nursing care programme (p > .05). Compared with the control group, the intervention group had significantly greater improvement in sleep quality (β = −2.22, p < .001), daytime sleepiness (β = −4.23, p < .001), anxiety (β = −1.94, p < .001), and depression (β = −3.05, p < .001) after 12 weeks of the intervention.ConclusionThis study confirmed that a supportive nursing care programme could effectively improve sleep quality and psychological distress in patients with heart failure. We suggested that this supportive nursing care programme should be applied to clinical practice in cardiovascular nursing.     

Development and evaluation of a clinical simulation for new graduate nurses: A multi-site pilot study

BackgroundNew nursing graduates have revealed that they perceive a gap between theory and practice with reference to their education and the real workplace setting. Additionally, many nurses experience a reality shock when they participate in clinical practice.PurposeThe purpose of this study was to develop and test the effects of a scenario-based simulation training program on new graduate nurses' competency, critical thinking dispositions, and interpersonal communication skills.MethodThis pilot multi-site study used a pretest-posttest control group design. It was conducted at four sites of a university-affiliated simulation center in Korea. Participants were recruited utilizing a convenience sample from four tertiary hospitals in Korea. Twenty-four new graduate nurses participated in this study.ResultsAt the three-month follow-up, the levels of communication skills used in practice among the intervention group were statistically significantly higher than those of the control group participants (U = 151.50, p = .005). However, there were no significant differences between the groups in changes in nursing competency (U = 287.50, p = .992) or critical thinking disposition scores (U = 269.50, p = .702). The participants' mean rating scores concerning the objectives, intentions, and recommendations for other nurses were positive and high.ConclusionThe involvement of current practicing of nursing in certain scenarios and the implementation of simulation learning could enhance the readiness of new graduate nurses.