Emotional intelligence and nursing: An integrative literature review

Smith, Kathryn H.; Profetto‐McGrath, Joanne; Cummings, Greta G.

doi:10.1016/j.ijnurstu.2009.05.024

Cited by 239 publications

(143 citation statements)

References 67 publications

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“…[3][4][5][6][7] The one by Goleman, known as the "mixed" model, has 5 major components: self-awareness, self-regulation, social skill, empathy, and motivation.…”

Section: Models Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence: For the Leader in Us All

Savel

Munro

2016

American Journal of Critical Care

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“…[3][4][5][6][7] The one by Goleman, known as the "mixed" model, has 5 major components: self-awareness, self-regulation, social skill, empathy, and motivation.…”

Section: Models Of Emotional Intelligencementioning

confidence: 99%

Emotional Intelligence: For the Leader in Us All

Savel

Munro

2016

American Journal of Critical Care

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“…Emotion is central to nursing care and its importance is acknowledged in the discipline, [14][15][16] however, the extent to which organisational systems and processes reflect this importance is less clear. Also despite the utility of the concept in surfacing the labour involved in emotion work it is also, somewhat paradoxically, rendered invisible, is not managed, and the emotional dissonance caused by the constant suppression of powerful emotions can lead to burnout.…”

Section: Resultsmentioning

confidence: 99%

“…Emotion is central to nursing care and its importance is recognised in the discipline, [14][15][16] and it is now also being acknowledged more widely. [17] Caring involves emotional labour, which is the management of feeling to create a publicly observable facial and bodily display [18] which over time can exert a toll on staff resulting in distress if appropriate support is not available.…”

Section: Introductionmentioning

confidence: 99%

Organisational support for nurses in acute care settings: a rapid evidence review

Hewison

Sawbridge

2015

IJH

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Background: It is recognised that if high standards of patient care are to be provided, nursing staff need to be supported in managing the emotional component of their work. Objective: The purpose of the review reported here was to examine the relevant literature to determine which approaches to staff support are effective in enabling nurses to manage the emotional content of their work. Design: A Rapid Evidence Assessment was conducted. Methods: Rapid Evidence Assessment methods were used to identify and evaluate the relevant literature. Data sources: Peer reviewed journal papers retrieved as a result of a systematic literature search. Results: A total of 1,869 papers were identified following two searches of electronic databases and 25 papers were included in the review. Thematic analysis identified three main themes in the papers: The importance of leadership-particularly emotionally intelligent leadership; the impact of aspects of the emotional content of nurses' work on their practice; and approaches to supporting staff. Conclusions:The results confirmed the recognition of staff support as being crucial to patient care, and the role of leadership and a number of specific interventions including mindfulness, reflection and supervision were reported. However although there are many approaches to the provision of emotional support for nurses, there is little evidence to demonstrate their widespread implementation. It is accepted that emotion is central to nursing, yet how best to manage this in an organisational context is less clear.

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“…EI can influence the nursing student's ability to critically think, learn effectively, make proper decision, and empathize with patients and family members. [24] The relationship between stress management and EI has been investigated. Studies conducted among American and British nursing students found that participants with higher EI perceived less stress and coped better due to the mediating effect of effective social interaction.…”

Section: Introductionmentioning

confidence: 99%

Stress perception, lifestyle behaviors, and emotional intelligence in undergraduate nursing students

Ali

2016

JNEP

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Background: The ongoing curricular changes in nursing programs have resulted in a marked increase in the stress experience of nursing students. Lifestyle behaviors are recognized as essential components of stress reduction and wellbeing. These behaviors include consuming a healthy diet, engaging in exercise, and seeking social support. Emotional intelligence (EI) was also included because of its positive effects on subjective well-being and its mitigating effects on stress. The purpose of this study was to examine the link among stress perception, lifestyle behaviors, and EI. Methods: Sixty-three undergraduate nursing students with a mean age of 22 years, electronically completed tools that addressed stress perception, diet, exercise, social support, EI, and demographic characteristics. Descriptive statistics, correlational analysis, and ANOVA were used to analyze data. Results: Students reported a tendency toward perceiving a high level of stress, scored high on EI, sought social support, reported friends as the more frequent social support providers, tended to consume healthy diet, and were more likely to exercise. EI was correlated with the consumption of healthy diet, emotional and instrumental social support. Consumption of a healthy diet was also correlated with exercise participation. The social support constructs of emotional, instrumental, and venting of emotions were correlated with each other. Conclusion: The study results indicate this sample of nursing students participated in a healthy lifestyle and reported high EI. Assessing stress perception needs to be focused on nursing-related stress.

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Emotional intelligence and nursing: An integrative literature review

Cited by 239 publications

References 67 publications

Emotional Intelligence: For the Leader in Us All

Emotional Intelligence: For the Leader in Us All

Organisational support for nurses in acute care settings: a rapid evidence review

Stress perception, lifestyle behaviors, and emotional intelligence in undergraduate nursing students

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