Emotional labour has long been recognized as a necessary part of nursing practice. Nurses often provide care for patients and families who are suffering and where emotions are heightened. Emotions play an important role in the relationship and communication between nurses, patients and families. Nowadays nursing is becoming more and more technical. The rational mind and the emotional mind need to be balanced partners for the nurse-patient relationship to be harmonious. Every nursing intervention is affected by the master aptitude of emotional intelligence. People who are emotionally intelligent see themselves as more optimistic, as they are better able to understand, manipulate, and regulate their emotions. This paper reflects on how emotional intelligence contributes immensely to the art and craft of nursing which is a practice discipline.

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Background Empathy is a necessary factor in the provision of quality nursing care. Empathy is a skill that may be acquired. The authors aimed to evaluate the change in empathy levels in nursing students following communication skills training. Methods An evaluative pre-experimental one group pretest posttest design was used to collect data from hundred first year undergraduate nursing students. Toronto Empathy Questionnaire was used to determine the empathy level at baseline and after the intervention. Communication skill training was provided in the form of PowerPoint presentation role paly various exercises group activities demonstration and discussion.Results The mean empathy scores of students at posttest 45.03plusmn6.39 were higher than the mean empathy levels at pretest 42.6plusmn6.4. There was a significant difference in the post test empathy scores t4.6 p0.00001. The study showed significant improvement immediately in empathy levels following communication skills training.Conclusion The findings suggest a need to incorporate a regular training program into the existing nursing curriculum to enhance empathy and prevent its decline over the years.

Introduction: Nursing students experience high levels of perceived stress as they interact with a wide variety of individuals including colleagues, clients and families in a high stress environment. The ability to cope with stress inducing stimuli and manage emotions is referred to as emotional maturity. An emotionally mature person has full control over the expression of his feelings. Data on the correlates of emotional maturity and perceived stress among nursing students remains limited hence there was the need of this study. Aim: To study the correlation between emotional maturity and perceived stress regarding life among nursing students. Materials and Methods: The present study was a cross-sectional study carried out in April 2021. Data were collected from 205 first year Bachelor of Science (B.Sc) nursing students selected purposively from Athena, Yenepoya, Dr MV Shetty and Laxmi Memorial College of Nursing, Mangalore, Karnataka, India. A predesigned, semi structured proforma was used to collect demographic details from the participants. Emotional maturity scale was used to assess their emotional maturity and perceived stress scale developed by Cohen was used to assess their perceived stress. Data were analysed by Statistical Package for the Social Sciences (SPSS) version 21.0. Data was analysed using descriptive and inferential statistics. Karl Pearson correlation coefficient was used to find the correlation between the variables. Results: Majority of the students were in the age group of 17-19 years (96.1%). The ratio of males to female was 1:11.8. Majority (87.3%) of the participants had experienced moderate perceived stress. Mean scores of emotional maturity were 19.13 (±4.287) and that of perceived stress scores were 102.902 (±25.93). Emotional maturity positively correlated to perceived stress of nursing students (r=0.275, p<0.05). Significant association was found between emotional maturity and perceived stress of nursing students with their place of residence. Conclusion: Emotional maturity was found to be correlated with perceived stress of nursing students.

Objectives The aim of this study was to determine the relationship between emotional intelligence, self-esteem, and empathy of nursing students undergoing clinical experience in pediatric units. Materials and Methods A cross-sectional survey was conducted and data were gathered from 60 BSc nursing students undergoing clinical experience in pediatric units. Self-report questionnaires assessing emotional intelligence, self-esteem, and empathy were used and information about demographic details was collected. Statistical Analysis Pearson's correlation was used to find relationship between the constructs. Results Nursing students had moderately high level of emotional intelligence. Nursing students had below average level of empathy. There was no significant relationship between emotional intelligence and empathy of nursing students. There was a significant positive relationship between emotional intelligence and self-esteem of nursing students. There was no significant relationship between empathy and self-esteem of nursing students. Conclusion More research needs to be conducted to find the relationship between emotional intelligence, self-esteem, and empathy of nursing students so that proper training measures can be adopted to enhance these qualities which are crucial in providing quality care to the patients.