En la actualidad uno de los grandes problemas a los que se está enfrentando nuestra sociedad, y que más preocupa a instituciones como la Organización Mundial de la Salud (OMS), son aquellos vinculados con la salud mental. Existe una especial preocupación desde la pandemia del covid. Hay muchos factores que contribuyen a esta situación, derivados de un ritmo de vida estresante, y que los ciudadanos lo aceptan y asumen como algo normal en su vida cotidiana. La evidencia científica ha demostrado que el estrés afecta a la persona en todos los ámbitos. A nivel físico, con patologías orgánicas de tipo cardiovascular, y a nivel psicológico, con trastornos como los de ansiedad, depresión, o la aparición de crisis de trastornos psicóticos, entre otras. Otro ámbito influido por el estrés que también se ve afectado es el laboral. Es sabido que los profesionales de la salud son uno de los colectivos que más lo sufren. Esta situación tiene una importante repercusión tanto en la salud de los profesionales como en el cuidado a los pacientes.
BACKGROUND: Patient care must be understood holistically and to achieve this goal, nurses must be aware and familiar with the world of emotions. Poor handling of emotions by nursing professionals can affect their health, also leading to lower-quality care. Therefore, it is important to explore the management of their emotions before becoming a nurse. PURPOSE: To evaluate Perceived Emotional Intelligence in 3rd- year nursing students in an academic context and in clinical practicum. METHODOLOGY: Longitudinal and prospective design. The Trait Meta-Mood Scale-24 was used at three different moments, the first two corresponding to the academic context and the third to the clinical practice context, the age variable was also analyzed. RESULTS: 40 students of an average age (24.81±1.164 years old). Perception and Emotional Regulation were found to be different according to the learning context. Students over the age of 25 years old were also found to perceive their emotions better, but to understand them worse. CONCLUSIONS: Nursing students’ perception of their own emotions may vary in function of their learning context, with age being a factor that has an influence on the management of emotions. Implications: In the design of the nursing program it’s important to include managing emotions and to choose when to do so.
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