Abstract
This presentation explores the development of Emotional Intelligence in BSc Adult Nursing students through a Participatory Action Research approach. Recognising EI's critical role in enhancing patient care, reducing burnout, and fostering effective teamwork, this study addresses the evident gap in formal EI training within nursing curricula. Despite the growing acknowledgment of EI's importance in nursing, its integration into undergraduate programs remains inconsistent, limiting students' ability to manage emotional challenges in clinical practice.
Background: Nursing is a profession that leads with high emotional states, requiring a balance of technical expertise and emotional resilience to deliver holistic care. Emotional Intelligence, encompassing skills such as self-awareness, empathy, and emotional regulation, has been linked to improved patient outcomes, enhanced communication, and reduced professional burnout. However, EI remains underrepresented in nursing curricula, leaving students ill-equipped to navigate the emotional demands of healthcare environments. This gap underscores the need for structured EI development within nursing education to better prepare students for the complexities of clinical practice.
Methodology: This dissertation employs a Participatory Action Research (PAR) methodology, guided by Tripp’s Action Research Cycle, to collaboratively design, implement, and evaluate an EI development program for BSc Adult Nursing students. PAR's cyclical nature—encompassing reconnaissance, planning, action, and reflection—ensures continuous improvement based on participant feedback. Data collection methods included a literature review, pre- and post-intervention questionnaires using the SCALE® assessment tool, semi-structured interviews with personal tutors, and focus groups with students. Both qualitative and quantitative analyses were conducted to assess the program’s effectiveness.
Reconnaissance and Plan Action: The reconnaissance phase involved a comprehensive literature review, pre-intervention questionnaires, and interviews with nursing tutors to identify existing gaps in EI among students. The findings revealed significant deficiencies in areas such as stress management, empathy, and self-awareness. Tutors highlighted the absence of formal EI training in the curriculum and emphasised the need for interactive, practice-based learning approaches. Based on these insights, an EI development program was created, incorporating workshops, reflective exercises, and role-playing scenarios designed to enhance emotional competencies.
Act Thoughtfully: The implementation phase focused on delivering the EI program through a series of interactive sessions, both online and face-to-face. The curriculum included modules on stress and anxiety management, time management, assertive communication, and ethical decision-making. The Transformative Emotional Intelligence framework guided the structure of the sessions, promoting self-awareness, emotional regulation, and interpersonal skills. Continuous feedback mechanisms were integrated to allow real-time adjustments, ensuring the program remained responsive to student needs.
Research Action: Post-intervention data collection involved administering the SCALE® questionnaire to assess changes in students' EI levels, conducting focus groups to gather qualitative feedback, and interviewing tutors to evaluate the program’s impact on student performance. The quantitative results indicated significant improvements in students’ intrapersonal and interpersonal skills, stress management, and overall emotional well-being. Qualitative data from focus groups and interviews highlighted enhanced self-awareness, resilience, and communication skills among participants, confirming the program’s effectiveness in fostering EI development.
Evaluate Action: this phase involved a critical review of the research process and outcomes, reflecting on the challenges and successes encountered. The study identified time constraints, curriculum overload, and initial student resistance as key barriers to integrating EI into nursing education. However, the participatory nature of the research fostered a sense of ownership among participants, enhancing engagement and sustainability of the intervention. The findings underscore the importance of embedding EI training throughout the nursing curriculum, supported by continuous faculty development and institutional backing.
This dissertation contributes to the growing body of evidence advocating for the inclusion of EI in nursing education, demonstrating that structured EI development programs can significantly enhance students' emotional competencies, resilience, and professional effectiveness. The PAR approach proved effective in creating a contextually relevant, sustainable intervention that addresses the emotional demands of nursing practice, ultimately promoting a compassionate and emotionally intelligent healthcare workforce.
Background: Nursing is a profession that leads with high emotional states, requiring a balance of technical expertise and emotional resilience to deliver holistic care. Emotional Intelligence, encompassing skills such as self-awareness, empathy, and emotional regulation, has been linked to improved patient outcomes, enhanced communication, and reduced professional burnout. However, EI remains underrepresented in nursing curricula, leaving students ill-equipped to navigate the emotional demands of healthcare environments. This gap underscores the need for structured EI development within nursing education to better prepare students for the complexities of clinical practice.
Methodology: This dissertation employs a Participatory Action Research (PAR) methodology, guided by Tripp’s Action Research Cycle, to collaboratively design, implement, and evaluate an EI development program for BSc Adult Nursing students. PAR's cyclical nature—encompassing reconnaissance, planning, action, and reflection—ensures continuous improvement based on participant feedback. Data collection methods included a literature review, pre- and post-intervention questionnaires using the SCALE® assessment tool, semi-structured interviews with personal tutors, and focus groups with students. Both qualitative and quantitative analyses were conducted to assess the program’s effectiveness.
Reconnaissance and Plan Action: The reconnaissance phase involved a comprehensive literature review, pre-intervention questionnaires, and interviews with nursing tutors to identify existing gaps in EI among students. The findings revealed significant deficiencies in areas such as stress management, empathy, and self-awareness. Tutors highlighted the absence of formal EI training in the curriculum and emphasised the need for interactive, practice-based learning approaches. Based on these insights, an EI development program was created, incorporating workshops, reflective exercises, and role-playing scenarios designed to enhance emotional competencies.
Act Thoughtfully: The implementation phase focused on delivering the EI program through a series of interactive sessions, both online and face-to-face. The curriculum included modules on stress and anxiety management, time management, assertive communication, and ethical decision-making. The Transformative Emotional Intelligence framework guided the structure of the sessions, promoting self-awareness, emotional regulation, and interpersonal skills. Continuous feedback mechanisms were integrated to allow real-time adjustments, ensuring the program remained responsive to student needs.
Research Action: Post-intervention data collection involved administering the SCALE® questionnaire to assess changes in students' EI levels, conducting focus groups to gather qualitative feedback, and interviewing tutors to evaluate the program’s impact on student performance. The quantitative results indicated significant improvements in students’ intrapersonal and interpersonal skills, stress management, and overall emotional well-being. Qualitative data from focus groups and interviews highlighted enhanced self-awareness, resilience, and communication skills among participants, confirming the program’s effectiveness in fostering EI development.
Evaluate Action: this phase involved a critical review of the research process and outcomes, reflecting on the challenges and successes encountered. The study identified time constraints, curriculum overload, and initial student resistance as key barriers to integrating EI into nursing education. However, the participatory nature of the research fostered a sense of ownership among participants, enhancing engagement and sustainability of the intervention. The findings underscore the importance of embedding EI training throughout the nursing curriculum, supported by continuous faculty development and institutional backing.
This dissertation contributes to the growing body of evidence advocating for the inclusion of EI in nursing education, demonstrating that structured EI development programs can significantly enhance students' emotional competencies, resilience, and professional effectiveness. The PAR approach proved effective in creating a contextually relevant, sustainable intervention that addresses the emotional demands of nursing practice, ultimately promoting a compassionate and emotionally intelligent healthcare workforce.
| Original language | English |
|---|---|
| Title of host publication | 1st Master Virtual Connect 2025 |
| Subtitle of host publication | "Research local, Inter(act) globally: Transforming healthcare step-by-step" |
| Publisher | Sigma Theta Tau International Honor Society of Nursing |
| Publication status | Published - 21 May 2025 |
Keywords
- Participatory Action Research
- Action Research
- Emotional Intelligence
- EI
- Student Nursing
- Nursing
- Focus Groups
- Interviews
- Nursing Education
- Nursing Curriculum
- Burnout
- Empathy
- Compassion
- Emotional Resilience
- SCALE
- Transformative Emotional Intelligence
