Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study

McCloughen, Andrea; Foster, Kim

doi:10.1111/jocn.13865

Cited by 54 publications

(32 citation statements)

References 44 publications

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“…Also, it was mentioned that there was a significant increase in managing self and other emotions with students in high academic year, this is because of the emotional balance as a result of exposing to stressful situations which enable them to handle it more flexible, supportive and planned [10]. In the same line, it was concluded that emotional intelligent behaviors are effective to manage stressful interpersonal interactions [11]. This is in contrast with another research which stated that emotional intelligence was not a useful indicator of performance [12].…”

Section: Discussionmentioning

confidence: 99%

The Perception of Emotional Intelligence Self-Assessment Among Nursing Students

Hamouda¹,

Nagshabandi²

2018

AJNS

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Emotional Intelligence is considered one of the main important skills in healthcare. Many higher institutions of nursing are interested in for improving nursing students' academic results by demonstrating emotional intelligence competencies. The aim of the study is to assess the perception of emotional intelligence self-assessment among nursing students. Accordingly, a quantitative and descriptive cross-sectional design was used in this study in which data was collected by distributing a questionnaire among nursing students (N=326) in the Faculty of Nursing, Alexandria University. The findings of the study revealed that the highest mean of nursing students was for social-emotional management, while the lowest mean was for emotional awareness. Also, there was a significant statistical difference between the perception of nursing students' emotional intelligence and their educational level. In conclusion, enhancing emotional intelligence skills among nursing students is essential for their academic performance as well as their profession. Hence, it should be introduced in the nursing curriculum to improve the quality of critical thinking to graduating in their fourth year including workshops to integrate the theoretical studies with clinical practice.

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Section: Discussionmentioning

confidence: 99%

The Perception of Emotional Intelligence Self-Assessment Among Nursing Students

Hamouda¹,

Nagshabandi²

2018

AJNS

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“…The demographic composition of the sample in which women (91.3%) predominated offers a partial explanation for the high scores recorded across the resilience and performance instruments. Current evidence suggests that female gender is associated with better performance outcomes, particularly in practice education settings (Kanno & Koeske, ; McCloughen & Foster, ). Female occupational therapy students are reported to be more highly motivated and confident at meeting personal challenges and adept at using concentrated periods of practice education to maximise opportunities to develop their relational and reasoning skills (Seah et al, ; Watson, ).…”

Section: Discussionmentioning

confidence: 99%

“…Work‐related stressors across a wide range of health professions, including physiotherapy, social work, pharmacy, dietetics and medicine demonstrate evidence of a spectrum of resilience indicators, including job satisfaction, emotional competence, empathy and tenacity (da Silva Sousa & de Araujo, ). Investigations of social work students on placement highlight the influence of emotional intelligence and levels of supervision on practice education outcomes, whereas medicine and nursing research suggests that personality type, opportunities to discuss difficult clinical events and levels of self‐awareness can impact students’ professional performance and preparation (Houpy, Lee, Woodruff, & Pincavage, ; Kanno & Koeske, ; McCloughen & Foster, ; Skodova, Lajciakova, & Banovcinova, ). Studies from occupational therapy cite the significance of learning styles grade point average, inspirational supervisors, interpersonal skills and academic integrity as contributing factors in practice education performance (Brown et al, ; Yu, Brown, White, Marston, & Thyer, ).…”

Section: Introductionmentioning

confidence: 99%

“…By not having the required and refined coping skills, stress management techniques, and problem‐solving strategies readily at hand, when students encounter problems and dilemmas in practice education settings, their personal and professional resilience may be challenged (Boardman, ). These issues are particularly acute when students are required to undertake practice education placements where they are faced with the reality of professional practice following classroom learning and they may feel isolated, unprepared and unsupported (McCloughen & Foster, ; Roberts, Hooper, Wood, & King, ; Yu et al, ).…”

Section: Introductionmentioning

confidence: 99%

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Exploring the relationship between resilience and practice education placement success in occupational therapy students

Brown

Hewitt

et al. 2019

Aus Occup Therapy J

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Introduction:Practice education is a fundamental component of health professional students' education and many personal, social and professional factors impact on students' performance. This study investigated the relationship between measures of resilience and practice education performance in occupational therapy students. Methods: A quantitative cross-sectional study was used to collect the data. In all, 149 occupational therapy students completed a self-report questionnaire comprised of demographic questions and two standardised scales: Resilience at University (RAU) and Resilience Scale for Adults (RSA). Students' practice education performance was measured by the Student Practice Evaluation Form-Revised (SPEF-R).Multi-linear regression analyses with bootstrapping were completed to identify resilience factors that were predictive of occupational therapy students' practice performance. Results: Overall, occupational therapy students reported high levels of resilience based on the RAU and RSA subscale scores. "Managing Stress," "Find Your Calling" and "Living Authentically" were strong predictors of a range of key fieldwork performance SPEF-R factors, including "Professional Behaviours," "Self-management Skills," "Co-worker Communication" and "Communication Skills." Conclusion: The resilience factors identified as being significant predictors of practice education performance outcomes in occupational therapy students represent notable findings. They suggest that students' capabilities in managing their stress levels, finding meaning in their chosen profession, and engaging self-care daily activities outside of the work environment that are meaningful, authentic and fit with one's personal values and beliefs can act as buffers against the challenges experienced by students who are completing practice education placements.The findings will assist academic and practice educators in identifying and targeting vulnerable students and strengthening resilience strategies through proactive

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“…Ultimately, results signal Risk Aware's capacity to contribute to healthcare education and training. Placement risk impacts both trainees (Birks et al, ; McCloughen & Foster, ) and professional healthcare workers (Mayhew, ; McDiarmid, ), calling for a move towards improved risk management training (Beech & Leather, ). Given preliminary evidence of Risk Aware's effectiveness in its pilot phase, further investigation of its use in diverse settings is warranted.…”

Section: Discussionmentioning

confidence: 99%

Enhancing student competency in risky clinical environments: Evaluating an online education program

Graj

Sheen

Dudley

et al. 2019

Australian Psychologist

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Objective Trainees across the healthcare sector contend with ubiquitous risk during clinical placement. This has prompted educative action to enhance student competency in unpredictable clinical environments. The objective of this pilot study was to evaluate the impact of Risk Aware, an online blended simulation‐based learning program, upon student preparedness and confidence for clinical placement. Method A sequential explanatory mixed‐methods design was utilised to evaluate Risk Aware. The Risk Aware program was trialled on 149 first‐year professional psychology postgraduate students across seven Australian universities prior to their first clinical placement. Repeated measures t‐tests investigated the impact of Risk Aware learning modules upon student knowledge and confidence; descriptive statistics and analysis of frequencies summarised student competency following Risk Aware (N = 120). Follow‐up qualitative interviews explored the nature of student knowledge and confidence, and student impressions of Risk Aware (N = 8). Results Preliminary quantitative findings demonstrated significant increases in student knowledge and confidence (p < 0.05), and low‐to‐average competence, after Risk Aware. Qualitative results corroborated increases in student knowledge and confidence and pointed to early signs of clinical competency. Student impressions of Risk Aware were generally positive and included suggestions to improve program usability. Conclusions Findings highlight Risk Aware's capacity to increase students' ability to identify and detail responses to risks arising during placement. Further field testing to ascertain students' application of skills is required. Results will inform program modifications to enhance future Risk Aware iterations.

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Nursing and pharmacy students’ use of emotionally intelligent behaviours to manage challenging interpersonal situations with staff during clinical placement: A qualitative study

Cited by 54 publications

References 44 publications

The Perception of Emotional Intelligence Self-Assessment Among Nursing Students

The Perception of Emotional Intelligence Self-Assessment Among Nursing Students

Exploring the relationship between resilience and practice education placement success in occupational therapy students

Enhancing student competency in risky clinical environments: Evaluating an online education program

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