Emotional intelligence education in undergraduate nursing programmes


Foster et al (2015) describes emotional intelligence (EI) or emotional labour in nursing for the purpose of arguing that EI development needs to be incorporated into the nursing curriculum. The authors describe the three components of emotional labour: 1) instrumental; 2) therapeutic; and 3) collegial. This study aimed to investigate and synthesise the state of knowledge on EI in undergraduate nursing. The methodology is outline in the paper. The authors found that EI was a standard quality necessary for effective nursing practice and included self-awareness and reflection, self-management, ability to maintain social and professional boundaries and balance emotion, and rational thinking to effectively make decisions. The authors also noted that there was a lack of an empirically valid construct for EI to guide curriculum, nor was there EI-specific modules or approaches developed and tested for inclusion in the curricula. The authors suggest that EI is a core ability and education and preparation of students can have significant implications for emotional welfare; workplace performance and patient care. Moreover, it has been found to have a positive effect on on workplace stress and health and wellbeing.  The implications for nurse educators and supervisors includes preparation and continuing professional development about EI to enable support and guidance of students. The inclusion of EI education in post graduate programs was also suggested.

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