Emotional intelligence education in pre-registration nursing programmes: An integrative review. (March 2015)

• Record Type: Journal Article
• Authors: Foster, Kim; McCloughen, Andrea; Delgado, Cynthia; Kefalas, Claudia; Harkness, Emily
• Is Part Of: Nurse education today. Volume 35:Number 3(2015:Mar.)
• Page Start: 510
• Page End: 517
• Publication Date: 2015-03
• Subjects: Nursing -- Study and teaching -- Periodicals; Education, Nursing -- Periodicals; Soins infirmiers -- Étude et enseignement -- Périodiques; Nursing -- Study and teaching; Periodicals; 610.7307
• DOI: 10.1016/j.nedt.2014.11.009
• Languages: English
• ISSNs: 0260-6917

Abstract

<abstract abstract-type="author" id="ab0005"> <title id="st0005">Summary</title> <sec> <title id="st0010">Objective</title> <p id="sp0005">To investigate the state of knowledge on emotional intelligence (EI) education in pre-registration nursing programmes.</p> </sec> <sec> <title id="st0060">Design</title> <p id="sp0010">Integrative literature review.</p> </sec> <sec> <title id="st0065">Data sources</title> <p id="sp0015">CINAHL, Medline, Scopus, ERIC, and Web of Knowledge electronic databases were searched for abstracts published in English between 1992–2014.</p> </sec> <sec> <title id="st0070">Review methods</title> <p id="sp0020">Data extraction and constant comparative analysis of 17 articles.</p> </sec> <sec> <title id="st0015">Results</title> <p id="sp0025">Three categories were identified: Constructs of emotional intelligence; emotional intelligence curricula components; and strategies for emotional intelligence education.</p> </sec> <sec> <title id="st0020">Conclusions</title> <p id="sp0030">A wide range of emotional intelligence constructs were found, with a predominance of trait-based constructs. A variety of strategies to enhance students' emotional intelligence skills were identified, but limited curricula components and frameworks reported in the literature. An ability-based model for curricula and learning and teaching approaches is recommended.</p> </sec> </abstract>