Facilitation of emotional intelligence for the purpose of decision-making and problem-solving among nursing students in an authentic learning environment: A qualitative study

Ndawo, Gugu

doi:10.1016/j.ijans.2021.100375

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…This finding is consistent with the finding of Ndawo (2021) that the development of emotional intelligence resulted in increased reflection, which enabled nursing students to face their emotional challenges and solve their problems more effectively. Ballantyne (2020) and Cleary et al (2018) have also found that emotional intelligence (the ability to identify, understand, manage and apply emotional information to decision-making) is used to guide thinking and reasoning and results in more productive coping in people.…”

Section: A Larger Repertoire Of Coping Strategiessupporting

confidence: 91%

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

Anh¹

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<p>An increasing number of mental health problems have been found in Vietnamese undergraduate students, including stress, anxiety, depression and suicide. One of the factors linked to increased mental health problems in Vietnamese undergraduate students is low emotional intelligence and a lack of coping skills. Emotional intelligence is involved in coping and problem-solving processes, reduces stress and has been found to improve physical and psychological wellbeing. Individuals who lack emotional intelligence experience more stress, have more mental health issues, lack adaptive coping skills and adopt unhealthy or risk-taking behaviours. Research demonstrates that many Vietnamese undergraduate students have difficulty adapting to changes, lack assertiveness and experience relationship instability. Their 7roblems also are thought to be partly caused by the pressures they experience while trying to adhere to social and cultural norms, which are strongly influenced by a mixture of value systems, including Confucianism, Taoism, Buddhism and Socialism. The purpose of the present study is to explore the experiences of Vietnamese undergraduate students and their learning about emotional intelligence and coping strategies within Vietnam's social and cultural context. This research was conducted in the Vietnamese language. A descriptive qualitative study was used to explore participants' experiences of a programme designed to develop emotional intelligence and coping strategies. The participants were 21 undergraduate students aged 17–25 years old, living and studying in Hanoi. Audio diaries, interviews and cogenerative dialogues were utilised as data collection methods. Thematic analysis was used to analyse the data and present the main findings. The study showed that participants used avoidance and emotional suppression to cope with stress and interpersonal conflicts. These strategies were culturally shaped and aimed at maintaining interconnectedness and social harmony but had negative consequences on their wellbeing. Participants’ self-reported changes indicated some improvement in their perceived coping ability and their emotional abilities that contribute to emotional intelligence. The programme helped participants develop their emotional literacy, awareness and understanding. These abilities enabled them to develop a broader range of problem-solving skills, emotional acceptance, and increased self-control, leading to their changes. This change was evidenced in participants reporting feeling more liberated, empowered, and autonomous. They also felt more confident in their problem-solving ability and had more control over stressful situations.</p>

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Section: A Larger Repertoire Of Coping Strategiessupporting

confidence: 91%

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

Anh¹

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“…In studies investigating the relationship between multiple intelligences and twenty-first-century skills, emotional intelligence is addressed in particular. For example, many studies examining the effect of emotional intelligence on problem-solving skills argue that intelligence and problem-solving skills are related (Kim and Han, 2015;Aslan, 2019;Ndawo, 2021). Other intelligence types are also effective in the problem-solving skills of individuals.…”

Section: Twenty-first-century Skillsmentioning

confidence: 99%

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

Kurt

Güneyli²

2023

Front. Psychol.

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IntroductionThere are many foreign students in higher education in Northern Cyprus. Both the academic and life skills of these students depend on attaching the necessary importance to their Turkish language teaching. The goal of this study is to examine how university students employ learning technology, twenty-first-century abilities, and perceived categories of intelligence in the process of learning a foreign language.MethodsIn line with the quantitative research design, this study utilized a descriptive approach. Purposeful and convenience sampling methods were used to create the study sample. As a result, the institution in Northern Cyprus with the largest international student body was chosen. At this university, one of the authors of this study has been employed, and Turkish is the language of teaching. The study sample consisted of 431 university students who took Turkish as a foreign language in the 2021–2022 academic year at the selected university.ResultsThe results of the study revealed a weak yet statistically significant correlation between twenty-first-century skills and usage of foreign language-learning technologies. Additionally, students' twenty-first-century skill scores differed significantly, whereas their foreign language-learning technology scale scores did not match their self-perceived intelligence types.ConclusionThe research's findings indicate that students in higher education possess twenty-first-century skills. Based on this finding, it is possible to engage students in the courses and accomplish effective foreign language acquisition if foreign language education is carried out in accordance with modern methodologies and based on twenty-first-century abilities. It has been revealed in this study that it is important to include social learning rather than individual and competitive learning in foreign language education classes.

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“…9 Hemşirelik mesleği gereği özellikle kriz anında duyguların kontrol edilmesi ve duygu karmaşıklığının yönetilmesini sağlayan duygusal zekâ doğru karar vermede önemli rol oynamaktadır. 6,7,10 Modern sağlık sisteminde karar verme becerisi yüksek hemşirelere ihtiyaç duyulmaktadır. 11 Bu açıdan değerlendirildiğinde, hemşirelik mesleğini tercih eden öğrencilerin eğitimlerine devam ederken duygusal zekâlarının geliştirilmesi gerekmektedir.…”

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“…11 Bu açıdan değerlendirildiğinde, hemşirelik mesleğini tercih eden öğrencilerin eğitimlerine devam ederken duygusal zekâlarının geliştirilmesi gerekmektedir. 2,7,10 Yaratıcı düşünme, belirlenen hedefe ve başarıya ulaşabilmek için özgün fikirlerin üretilmesidir. Duyguların motivasyon, bilgi ile yeniliğin temel kaynağı olduğu ve yaratıcı düşünmenin duygusal zekâyla doğrudan bağlantılı olduğu belirtilmektedir.…”

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The Relationship Between Nursing Students' Emotional Intelligence Levels, Creative Thinking Tendencies and Decision-Making Skills: Descriptive and Relational Research

YILMAZ,

ORDU

2024

Turkiye Klinikleri J Nurs Sci

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Ölçeği toplam puan ortancası 1,00 olarak bulundu. Öğrencilerin duygusal zekâ düzeyleri ile yaratıcı düşünme eğilimleri arasında zayıf, pozitif bir korelasyon belirlendi (p=0,000). Öğrencilerin duygusal zekâ düzeyleri ile karar verme becerileri arasında anlamlı bir ilişki bulunmadı (p>0,05). Sonuç: Araştırmanın sonucunda, hemşirelik öğrencilerinin duygusal zekâ düzeylerinin geliştirilmesinin yaratıcı düşünme eğilimlerini artıracağı belirlenmiştir. Hemşirelik eğitim müfredatında duygusal zekâyı geliştirmeye yönelik içeriklerin planlanması ve uygulanması önerilmektedir. Anah tarKe li me ler: Duygusal zekâ; hemşirelik öğrencisi; karar verme; yaratıcı düşünme ABS TRACT Objective: This research was carried out to determine the relationship between the emotional intelligence levels of nursing students and their creative thinking disposition and decision-making skills. Material and Methods: It is a descriptive and relation-seeking study. The sample of the study consisted of 420 nursing students. Data collection tools are the Sociodemographic Characteristics Form, Emotional Intelligence Feature Scale-Short Form, Marmara Creative Thinking Tendency Scale, and Melbourne Decision Making Scale. Necessary permissions were obtained before starting the research. Data were collected between June and July 2023 using Google forms and online survey methods. The form was sent to WhatsApp class groups that included all students. The study complied with the Declaration of Helsinki and the STROBE checklist. SPSS 22 package program was used in the analysis of the data. Spearman correlation was applied in the analysis of nonnormally distributed data. Results: In the study, 69.5% of the students were female and the mean age was 21.11±1.73. The total Emotional Intelligence Trait Scale mean score was 5.00, the Marmara CreativeThinking Tendencies Scale median total score was 4.00, and the Melbourne Decision-Making Scale median total score was 1.00. A weak, positive correlation was determined between the students' emotional intelligence levels and their creative thinking dispositions (p=0.000). No significant relationship existed between students' emotional intelligence levels and their decision-making (p>0.05). Conclusion: As a result of the research, it was determined that improving the emotional intelligence levels of nursing students will increase their creative thinking tendencies.It is recommended to plan and implement content to improve emotional intelligence in the nursing education curriculum.

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Facilitation of emotional intelligence for the purpose of decision-making and problem-solving among nursing students in an authentic learning environment: A qualitative study

Cited by 7 publications

References 24 publications

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

Vietnamese Undergraduate Students' Perceived Changes in Emotional Intelligence and Coping Strategies

Teaching the Turkish language to foreigners at higher education level in Northern Cyprus: An evaluation based on self-perceived dominant intelligence types, twenty-first-century skills and learning technologies

The Relationship Between Nursing Students' Emotional Intelligence Levels, Creative Thinking Tendencies and Decision-Making Skills: Descriptive and Relational Research

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