The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients

Zijlmans, L.J.M.; Embregts, P.J.C.M.; Gerits, L.; Bosman, A.M.T.; Derksen, J.J.L.

doi:10.1111/jir.12164

Cited by 36 publications

(32 citation statements)

References 53 publications

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“…However, in the case of some of the interventions, changes in well-being were treated as a measure of the effectiveness of a learning intervention. Of the 41 studies, 12 did not seek to measure learning outcomes that were distinct from well-being, simply measuring the effectiveness of the learning intervention by its impact on well-being outcomes ( Vitzthum, Klapp, & Groneberg, 2015;Romanowska et al, 2011;Shonin, Van Gordon, Dunn, Singh, & Griffiths, 2014;Sutton, Williams, & Allinson, 2015;Taniguchi, Hirokawa, Tsuchiya, & Kawakami, 2007;Varekamp, Verbeek, de Boer, & Van Dijk, 2011;Williams, Brenner, Helms, & Williams, 2009;Zijlmans, Embregts, Gerits, Bosman, & Derksen, 2015). The rest of the studies measured both learning and well-being outcomes, although there was often a good deal of overlap between the two.…”

Section: Resultsmentioning

confidence: 99%

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

Watson

Tregaskis

Gedikli

et al. 2018

European Journal of Work and Organizational Psychology

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The view that learning is central to well-being is widely held and the workplace is an important setting in which learning takes place. Evaluations of the effectiveness of well-being interventions in work settings are commonplace, but to date, there has been no systematic review of the effectiveness of learning interventions with regard to their impact on well-being. The review synthesizes evidence from 41 intervention studies, and although no studies report a negative impact on well-being, 14 show no effect on well-being, with 27 studies having a positive impact. We classify the studies according to the primary purpose of the learning intervention: to develop personal resources for well-being through learning; to develop professional capabilities through learning; to develop leadership skills through learning; and to improve organizational effectiveness through organizational-level learning. Although there is an abundance of workplace learning interventions, few are evaluated from a well-being perspective despite the commonly held assumption that learning yields positive emotional and psychological outcomes. The evidence indicates an important gap in our evaluation of and design of workplace learning interventions and their impact on well-being, beyond those focusing on personal resources. This raises important theoretical and practical challenges concerning the relationship between learning and well-being in the context of professional capability enhancement, leadership capability and organizational learning.

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Section: Resultsmentioning

confidence: 99%

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

Watson

Tregaskis

Gedikli

et al. 2018

European Journal of Work and Organizational Psychology

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“…However, a very high amount of self‐reflection can take the form of rumination and dysfunctional self‐absorption (Grant et al, ). Training staff to create insight in their emotional intelligence and mindfulness‐based workshops have been proven to lead to positive effects on staff coping styles and emotions (Zijlmans, Embregts, Gerits, Bosman, & Derksen, ) and on staff behaviour, respectively (Singh et al, ).…”

Section: Discussionmentioning

confidence: 99%

Towards a framework in interaction training for staff working with clients with intellectual disabilities and challenging behaviour

Willems¹,

Embregts

Hendriks

et al. 2015

J intellect Disabil Res

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In conducting a functional analysis of staff interpersonal behaviour, the results of this study can be used both as a framework in staff-client interaction training and in clinical practice for treating challenging behaviour. The emphasis in training and practice should not only be on the bidirectional dynamics of control and affiliation between staff and clients, but also - in order of importance - on the impact of staff emotions, self-efficacy, self-reflection and insight, coping style, team climate and attributions on staff interpersonal behaviour.

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“…Training, especially at the level of emotional intelligence, translates into benefits for nurses, even on an individual basis, as their own health status (study E). The literature establishes benefits of post-graduate training (7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)21) and educational interventions (23) to the level of emotional intelligence of nurses.…”

Section: Discussionmentioning

confidence: 99%

Emotional intelligence: influencing factors and impact on nurses in intensive care

2018

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Objective: to analyze the evidence on the factors that influence the emotional intelligence of intensive care nurses. Methods: systematic review of the literature. We used the databases CINAHL Complete, Academic Search Complete, MedicLatina, Psychology and Behavioral Sciences Collection, MedLine with Full Text (via EBSCO HOST), MedLine Complete (via PubMed), SCOPUS and other sources, such as Google Scholar, clinical trial registration sites and manual/cross-references search. A total of 1,307 articles were published until April 2018, and nine were included in the study. Results: the factors that influenced nurses' emotional intelligence were age, sex, emotional experience, training and personality; and the impact of emotional intelligence was translated on a personal, professional and caring level. Conclusion: the practice of nursing in intensive care units is influenced by the nurse's emotional intelligence. This intelligence is affected by several factors and, because it is learned, must be stimulated in formative contexts. Descriptors: Emotional Intelligence; Critical Care; Nursing. Objetivo: analisar as evidências sobre os fatores que influenciam a inteligência emocional dos enfermeiros de cuidados intensivos. Métodos: revisão sistemática da literatura. Recorreu-se às bases de dados CINAHL Complete, Academic Search Complete, MedicLatina, Psychology and Behavioral Sciences Collection, MedLine with Full Text (via EBSCO HOST), MedLine Complete (via PubMed), SCOPUS e outras fontes como Google Scholar, sites de registro de ensaios clínicos e busca manual-referências cruzadas. Foram encontrados 1.307 artigos publicados até abril de 2018, sendo incluídos nove. Resultados: os fatores que influenciaram a inteligência emocional dos enfermeiros foram a idade, sexo, experiência emocional, formação e personalidade; e o impacto da inteligência emocional traduziu-se a nível pessoal, profissional e no cuidar. Conclusão: a prática de enfermagem em unidades de cuidados intensivos é influenciada pela inteligência emocional do enfermeiro. Esta inteligência é afetada por diversos fatores e, por ser apreendida, deve ser estimulada em contextos formativos.

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The effectiveness of staff training focused on increasing emotional intelligence and improving interaction between support staff and clients

Cited by 36 publications

References 53 publications

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

Well-being through learning: a systematic review of learning interventions in the workplace and their impact on well-being

Towards a framework in interaction training for staff working with clients with intellectual disabilities and challenging behaviour

Emotional intelligence: influencing factors and impact on nurses in intensive care

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